NEGATIVE ATTITUDE OF PRIMARY SCHOOL HEADMASTERS TOWARDS SCHOOL INSPECTION

 

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ABSTRACT

The main purpose of this work is to examine the negative attitude of primary school headmasters towards school inspection in Egor Local Government Area of Edo State. To be able to achieve the above purpose, the following test was carried out. The population of the study was collected from eight male headmasters and twenty two headmistress. Collection were also made from three groups of headmasters and headmistress. The instrument used for the study was the questionnaire which was validated by the supervisor. The headmaster was also interviewed while further relevant data was collected from the ministry of education. The data gathered were mainly analyzed by simple percentage techniques and the findings that:

1.                  There is no significant difference between male and female head in the perception of school inspection

2.                  There is no significance difference between experience and inexperienced primary school head in the perception of school inspection.

3.                  There is no significance difference in the perception of primary school head on school perception based on age the questionnaire was of two parts: Section A and B. section A was the instruction parts section b was concerned with the demographic data respondents, which consisted of sixteen questions. The study further revealed the poor negative attitude of primary school heads towards school inspection. In the strength of these findings it was recommended that further research be carried out the examined if the present performance of pupils is influenced by the role of performance of school inspection.

 

 

 

TABLE OF CONTENT

Chapter one

Introduction

Background of the study

Statement of problem

Purpose of the study

Research question

Significance of study

Scope of the study

Limitation

Basic assumption

Definition of terms

Chapter two

Literature review

Chapter three

Population of study

Sampling procedure

Data collection

Validity of instrument

Administration of instrument

Method of data analysis

Chapter four

Presentation and data analysis

Chapter five

Summary

Conclusion

Recommendation

Questionnaire

Reference

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

In most developing countries of the world education is seen as an important instrument of change that could foster the socio-economic and political development. The need has led to the expansion of education to provide the much needed manpower. In other words, education plays a very important role in the development of nay nation and therefore occupies a position of high priority in the mind of its citizens. As recognized by Harrison (1974) the speed and facility with which any society progress toward solution to its political, social and economic problems are directed and positively related to the quality and quantity of education available to its people in other words the survival of any nation depends upon the effectiveness of its education enterprises.

Primarily education is the first stage of education and is acceptable key to success or failure of the whole educational system.

The primary school is recognized as a spring board to secondary and higher education particularly in Nigeria. Primary school level can be regarded as an instrument in socio-economic development process. Ti this end substantial sum of money are embarked in Nigeria government annual budget for the provision of education services in recognition of the importance of the primary school education to the federal government of Nigeria accorded it a place in the new national policy on education formulated in 1977 and reviewed in 1981.

The schools are becoming large and consequently more bureaucratic. A large number of teachers are either unqualified thereby placing a greater burden on the school heads who are trying to coordinate the school activity. The school system in Nigeria is a major industry catering for the mass education of its citizens to meet the demand and challenges of a changing world consequently the school system has become very complex requiring that report and budget for the various activity and program geared toward the maximum utilization of the scare resources goals these responsibility according to Aderoimu and Ehimentalor (1941) is primary those of administration and supervision in Nigeria for instance the Universal Primary Education school in 1955 opened that gateway to educational expansion although it was first practice in the scheme in the western region other regional government soon borrowed the idea. The introduction of the scheme in western region increased significantly the number of schools which are required to be inspected. Subsequently, military government in Nigeria sustained the idea it wax therefore not surprising when in 1976 then military government of Nigeria Gen. Olusegun Obasanjo declared free Universal Primary Education through out the country, coupled with this is the recent one also launched by retainers Gen. Olusegun Obasanjo free Universal Basic Education in the year 2000 throughout the country.

Free education should be provided for all citizens of age from primary to junior secondary schools level to foster rapid economic development, the aim of the scheme was to effect national development. The high increased in the number of teachers required for the programme to cope with the increase in the number of teacher to enhance teaching learning activities in the classroom. In Nigeria, the geographical division are on local government basis and each local government area office is headed by a Chief Inspector of Education. There are other subordinate workers working with the Chief Inspector among who are the Inspector of school.

Inspection was defined by Wiles (1969) pg. 46 as assistance in the development of a better teaching learning situation. Inspection therefore is recognized as a vital ingredient in enable the teaching learning process to thrive since it exports for the primary aim and improving the instructional programme of the school. Hence, good supervision is a pre-condition for an effective pupils’ teachers relationship which is indispensable for the success of any educational system. With the new 6-3-3-4 system and the ever growing demand for education there is the need for functional types of school inspection that would contributes of improving and maintaining standard in our school bases on the foregoing consideration the main objective of supervision in school has been spelt out as follows;

 

The establishment and maintenance of standard the control, comparison and corrective action for the purpose of attaining specific overall objective of the educational system. Ogunsaju (1983) education supervision perception and practice in Nigeria.

 

Inspite of the fact that some form of supervision is sometimes carried out by inspectors of education, headmaster and other to check the teaching learning process in the classroom, the Nigeria child having spent about six years in the primary school of twelve years including secondary school still perform relatively poor. There are good numbers of pupils who fail in the common entrance examination or West Africa School Certificate Examination with many getting a pass grade. It is therefore asserted that if the function of school inspections and the role of headmaster are properly spelt out, school in Edo State in particular Oredo which L.G.A. at the primary school level which is the block of a child education level help in maintain and improving standard in later years.

 

 

STATEMENT OF PROBLEMS

i.        Inspection in school is concerned with the improvement of instructional ideas, which involves people administration supervisors, teachers, pupils, parents and other citizens it also involves curriculum, the subjection matter, its selection and arrangement.

ii.     The content of inspections not only a body of techniques but also a substantial body of knowledge and understanding purpose should be the content of inspection in many situation where work done by group of people have to be effective as a unit.

iii.   The falling standard in the educational system may not be unconnected with the poor quality of inspection and headmaster negative attitude towards school inspection specifically in ordered local government area of Edo State in particular, which is the area of study in question is to the school inspectors is do the school inspector in Egor L.G.A. of Edo State have the right supervision concept and skills to carry out supervision? Is the present inspection division of the ministry of education and its total manpower to meet the needs of school that are continually expanding in the situation of limited personnel from the inspection instruction in school? It is the hope of the researcher that these problems would be solved be seeking answer to the following questions;

a)     Is there any impact on day-to-day administration by the headmaster and the influence of school inspection in Egor L.G.A. of Edo State?

b)     Is there any difference between the headmaster and the headmistress negative attitude towards school inspection?

c)     Does experience make any difference in the perception of obstacle that hinder effective inspection and headmasters negative attitude towards school inspection?

d)     Is the any difference in the perception of the role of the school inspection based on age?

 

 

PURPOSE OF THE STUDY

The purpose of the study is to determine the influence of the headmaster negative attitude towards school inspection in Egor L.G.A. of Edo State.

The researcher would be interested in findings out whether;

a)     The experience of the headmaster/headmistress affects the negative attitude towards school inspection

b)     The sex of the headmaster/headmistress affects their negative attitude towards school inspection

c)     The age of the headmaster/headmistress affect their role of school inspection

d)     The location of the school affects the headmaster/headmistress negative attitude toward school inspection

e)     The qualification of the school affects the headmaster/headmistress negative attitude toward school inspection

 

 

RESEARCH QUESTION

Specifically, the project will seek to find answer to the following research question;

i.        What are the responsibilities of school inspectors?

ii.     What are the negative attitudes of primary school head towards inspection?

f)      Does the negative attitude of primary school of the school affects the headmaster/headmistress have effects on school inspection?

 

 

SIGNIFICANCE OF THE STUDY

There seems to be general census among the public that the standard of education has fallen which they may have arrived at by comparing the academic achievement of primary school child today with that of yesterday performed better than today. Without the fallen standard at the primary level will sure affect the standard in the secondary school. These fear therefore add momentum to the need for adequate and positive contribution in the headmaster negative attitude towards the role of school inspection.

 

 

SCOPE OF THE STUDY

This study examined the headmaster negative attitude towards the role of school inspection as the occupies different position in educational system.

Therefore, some teachers, headmasters and headmistress were required to give information as regards the study. To study is limited to some selected primary schools in Egor L.G.A. of Edo State.

 

BASIC ASSUMPTION

It is assumed in this study that headmaster/headmistress negative attitude towards the role of school inspection is not encouraging. It is also assumed that some obstacles must be in the way of effective administration and inspection of school.

 

DEFINITION OF TERMS

Perception: Perception in the study means the angle from which something is seen by person depending on its needs disposition and experience.

Headmaster/headmistress: This is usually the administrative and professional heads of the primary school.

Primary school: This is the first stage of Nigeria educational system where a six years course is offered officially, pupils enter primary one, which is a the first year of the age of five to six.

School inspector’s officer in the ministry of education statutory charged with the responsibility of school inspection.

Experienced and inexperienced headmaster: The headmaster/headmistress refer to those who have serve ten years and above on the job and the inexperience ones those who has serve less than ten year on the job as headmaster.

 

 

 

 

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THE INFLUENCE OF FAMILY SIZE ON THE ACADEMIC PERFORMANCE OF STUDENTS

 

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ABSTRACT

This project work sought to find out how family size influences the academic performance of students in secondary schools in Oredo Local Government Area of Edo State. One hundred students were used in four secondary schools. Relevant data was collected through the use of questionnaires. They were treated by using frequency distribution and percentage as statistical tools. The following constitute the main result.

Does family size influence the academic performance of a child?

Does the income of family influence the academic performance of a child?

Does the level of parent’s education affect the education or academic performance of a child?

Does polygamous family affect the performance of a child?

 

 

 

TABLE OF CONTENT

CHAPTER ONE

Introduction

Background of the study

Statement of problem

Research questions

Research hypothesis

Purpose of the study

Significance of the study

The scope of study

Limitation

Definition of terms

CHAPTER TWO        

Review of related literature

The family

The family and education

The size of the family

Different kinds of family

Level of parents’ education

The income level of parents

Social class of parents

CHAPTER THREE    

Methodology

Research design

Population and sample

Sampling techniques

Instrument for data collection

Validation of data

Reliability of the instrument

Method of data collection

Data analysis techniques

CHAPTER FOUR       

Data presentation, analysis and interpretation

CHAPTER FIVE         

Summary, conclusion and recommendation

Summary

Conclusion

Recommendation and suggestion for further research

BIBLIOGRAPHY

QUESTIONNAIRE     

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Academic attainment is an important parameter in measuring success in students. Observations and reports have shown that success or high academic achievement has become a Herculean task to accomplish by students in recent times. Poor academic performance was recorded both at the secondary school and tertiary levels of education in Nigeria.

 

The performance of students at all levels in educational institutions in Nigeria has attracted much criticisms from all and sundry and from time immemorial. The decline in academic performance of students in Nigeria has been observed by Soyinka (1999), when he observed that education system in Nigeria need restructuring. He went further to say that academic standard had fallen drastically and the quality of graduates being produced by the nations’ schools is questionable and subject to re-examination.

 

Poor academic performance of students has been of great concern to educationists, guidance and counsellor in particular. Despite all guidance programmes and counselling strategies mounted in schools to improve the students’ academic performance were recorded yearly. It becomes necessary to find out the causes of such poor performance in Nigeria secondary institutions. Though these poor performances have been attributed to a lot of industries such as students’ factors, like student’s attitude to school, approach to learning and academic self concept. Apart from students’ factors, school factors and parent’s factors, there are other indicators that cause poor performance. on the part of the parents, there are certain factors which influence children’s success, such as parents’ social class, parents’ education as well as parental input and other factors, the family size and birth order may contribute positively or negatively to students’ academic performance.

 

Family size in this context refers to the total number of children in the child’s family in addition to the child himself, while the birth order refers to the child’s position in the birth order. However, family type that a child comes from either monogamous or polygamous family usually have impact on the child’s academic performance. It is important to note that either of the family type (monogamous or polygamous) family dictates the size of the family. Polygamous family is peculiar to Africa in general and Nigeria in particular in Oredo Local Government Area of Edo State, the data collected revealed that polygamous family is common among well educated family as well as among poorly educated families. It is equally among professional and managerial fathers of the top of the occupational hierarchy. It is the unskilled workers at the bottom of ladders that the practice of polygamy is prominent, but it is equally common among intellectually oriented families living in homes full of recent books as well as families without a single book in their houses.

 

Information from literature depicted that children from larger families are found to do worse than children from smaller families lower down the birth order do worse than those higher up the birth order (Lacovou, 2001). According to Adler cited in Uba (1989) first birth or the older child is usually advantaged by a good deal of attention and warmth during the early stage on age of life, which he entertains all alone. Observations and studies have shown that more attention and time are usually accorded the first born (Becker, 1980). Parental attention by parents decline as the number of children increase and later born children perform less well than their earlier born siblings. Studies carried out in the past on the relationship achievement and birth order have shown that there were negative relationships. For example Leoma (1982) on relationship of birth order and creativity, first born and configuration of oldest and only children are significantly more creative or verbal test of creativity than later born.

 

Nwafor and Ango (1988) observed that there was more significant outstanding academic performance amongst first birth children. Tenibiaye (2002) observed that there was a significant difference in intelligent capacity between the first and later born Spear (1982) in his study, investigated that birth order effect on intelligence with later born children revealed that later born children were less capable than earlier siblings when birth order controlled, family size was found to be negatively related to intelligence.

 

However, Powell and Steelman (1993) and Vanejik and Degraaf (1995) argued that children’s attainment depends on input of time and money from their parents. The more increase of children in a family the less of both inputs. These inputs are not money alone, but other essential things like time, attention, resource delusion and so on. However Booth and Kee (2006) confirmed that children from larger families have lower levels of education. Research on the effect of siblings, size and position has been based on a theory of the allocation of parental resources as presented in Becker (1981) and Spanta and Paulson (1995) confirmed that differences were found in birth order and family size of adolescent achievement in academic.

 

 

STATEMENT OF PROBLEM

Today teachers are often blamed for low academic performance of the students, without actually finding out other related factors that can contribute to the students’ problem as far as academic is concerned most people are quick in pointing accusing fingers on both the child and the teachers, should the whole problem be heaped on the teachers who always want the best from their students? One would like to find out the justification the people have for blaming the teachers as regard the low performance of the students in their academic. The truth is that the foundation of the child socialization is laid at home more so children spend more time at home than in school. Many factors associated with the family could have contributed to the high or low performance of the students with the family size as one of them. The family size in one way or the other contribute to the failure or success of a student in school, in the sense that when the family is large, there will be no adequate concentration on the child by their parents based on the academic performance of the child.

This study therefore considered the influence of  nonchalant attitude of parents in child bearing on the academic performance, in other words, the study focuses on how the academic performance of the students can be influenced by the family size.

 

 

RESEARCH QUESTIONS

Based on the background to the study and problems discussed above, the following research questions were generated;

1)     Does family size affect academic performance of students in secondary schools?

2)     Does family birth order affect academic performance of students in secondary schools?

3)     Does parents’ educational status affect the educational performance of their children?

RESEARCH HYPOTHESIS

As a result of the research questions stated above the following research hypothesis were formulated and tested of 0.05 level of significance.

1.      There is no significance difference between family size and academic performance of students in secondary schools.

2.      There is no significance difference between the family birth order and academic performance of students in secondary schools.

PURPOSE OF THE STUDY

The purpose of this study is to investigate the influence of family size and family birth order ion students’ academic performance in some selected secondary schools. It is designed to compare the level of academic performance of students from either large or low family size background. The study will give an insight on how and why some students perform better than others.

 

 

SIGNIFICANCE OF THE STUDY

The study is designed to find out the influence of family size on students’ performance in some selected public secondary schools in Oredo Local Government Area of Edo State. The study will be of significant help to educate on how to hand students from different family size background in order to increase their performance. it will also enable school administrator to see the need for providing books, newspaper and magazine in the school library know fully well that the same students may not have the opportunity in their house, may be as a result of large children in the family and noise everywhere. The study will also help teachers in adjusting his/her method for effective to accommodating every student.

 

 

THE SCOPE OF THE STUDY

The study will be used on selected public secondary schools in Oredo Local Government Area of Edo State for the purpose of convenience, the area being an urban area was chosen so as to involve children from various family background four schools were used for the study, we find out that those from a polygamous home, majority of them are ignored and as such their performance academically is low as a result of lack of finance and they are made to struggle for themselves, comparing them with those from monogamous home and home not more for children are given attention to and parents are responsible for the financing of their children education.

 

 

DEFINITION OF TERMS

Family size: the total number of children in the child’s family in addition to the child himself.

Birth order: this refers to the child’s position in the birth order i.e. the position of the child in the family.

Library: a building in which collections of books, Cds, newspapers etc. are kept for people to read, study and borrow.

Small size family: a family with not more than six (6) people i.e. the father, mother and four (4) children.

Polygamy: the custom of having more than one wife at the same time.

 

 

 

Continue reading THE INFLUENCE OF FAMILY SIZE ON THE ACADEMIC PERFORMANCE OF STUDENTS →

PERCEPTION OF TEACHERS ON THE EFFECTIVENESS OF GUIDANCE AND COUNSELING PROGRAMME IN SECONDARY SCHOOL

 

 

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ABSTRACT

The main purpose of this study was to investigate the effectiveness of guidance and counselling programme as perceived by secondary school teacher and other school administrator in Okitipopa Local Government Area of Ondo State. From research questions were formulated to guide the study. Descriptive survey research design used was used to describe the perception of teacher and other school administrators on the effectiveness of guidance and counselling programme in Okitipupa. Review of literature was gathered to expose the researcher to what has been done in this area and to provide a good theoretical frame work for the study. Twenty (20) items questionnaire was developed and administered to two hundred teacher and counselors of the secondary school in Okitipupa Local Government Area of Ondo State. The result of the findings revealed that majority of the teachers deems that the effectiveness of guidance and counselling is not the exclusive responsibility of the guidance counselor. There is a misconception that they are duplication of teaching and administrative function of the teachers and principals. It is also clear from the study that principals who generally believed to be obstinate to the practice of effectiveness guidance in the school now support its functions. The discussion of results, implication of the findings and recommendation were highlighted. The discussion of result, implications of the findings, recommendations, and suggestions for further study were highlighted

 

 

 

 

TABLE OF CONTENTS

CHAPTER ONE

Background of the study

Statement of problem

Purpose of the study

Research questions

Significance of the study

Delimitation of the study

Definition of terms

CHAPTER TWO   

Review of Related Literature

CHAPTER THREE         

Research design

Population

Sample and sampling techniques

Research instrument

Validity of instrument

Method of data collection

Method of data analysis

CHAPTER FOUR

DATA ANALYSIS DISCUSSION

CHAPTER FIVE   

Summary, conclusion and recommendation

Introduction

Summary

Conclusion

Recommendation

REFERENCES

APPENDIX

 

 

 

 

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

There is a general assumption that the introduction of guidance and counseling in secondary school systems would enable everybody to appreciate the significance of guidance and counseling in the school system.

Essien (1998) pointed out the need for the establishment of guidance and counselling programme in the Nigerian school. In spite of this recognition, these seem to slow progress in the availability of guidance programme in Nigerian secondary schools. The National policy on Education (1998) has emphasized on the need for guidance programme in our secondary schools, but in most secondary schools, the counselors or career master is only given the assignment of counseling duties as a part-time assignment while teaching duties are emphasized for such officers.

 

Due to this, the guidance services have focused much of recent on the objective of psychological growth that is to aid students to learn how to make comprehensive decisions, enhance personal development, liberate students and to meet the peculiar needs of the students for individual learning. The problem that Nigerian secondary schools are currently facing in this era of science and technology are numerous, such as mass failure in school and public examination, examination malpractice, indiscipline, over population and decline in social norms and values. Faced with this problem, secondary school therefore needs an established and effective guidance and counseling programmer to be managed by trained counselors.

 

The meaning of the title Counselor remains a puzzle in some quarters such question as the counselors a teachers, an administrator, a principal are asked. The Counselor is a very different person to place within the professional hierarchy of the school personnel. The trained school counselor therefore is someone who possesses the skill and qualities that could facilitate the decision making activity of both students and parents. The counselors work is that of growth, of change of personal expansion in a world that does not always make sense. The counselors are therefore placed on highly unusual position unlike most of his colleague who are placed under direct supervision (Dengal 1983). The school administrators including teachers are sometimes ignorant of the need for guidance services in their school because, they sometimes see the school counselor as a threat to their status as the head of the school.

 

 

 

STATEMENT OF THE PROBLEM     

In a normal school sector, it sis expected that the school should have guidance counselor, because the school is made up of student from different background, different culture, and are of various sex and age. The school authority is expected to know the importance of the guidance counselor not only to advance the reputation of the school but, to improve the total well being of the students and ensure a smooth teaching and learning process.

The policy of providing guidance services in every school is far from accomplishment in most of our secondary schools. One would ask, are the schools ignorant of the Federal Government directive? Are the school administrators ignorant of the values and importance of a guidance programme in their schools? Also in most of the school where there is a guidance programme, they are either malfunctioning or at best in the pioneering stage. This is because men and material resources for effective and in-depth guidance and counselling services are currently in short supply (Denga, 1983)

Most students, community and parents might begin to see the school counselor as a very powerful figure, which has the ability to fashion the life of their children and provide human services to diverse individuals in a variety of settings.

 

 

PURPOSE OF STUDY

The purpose of the study would be to ascertain whether guidance and counselling programme is being rendered and the types of service rendered in the secondary schools in Okitipupa Local Government Area of Ondo State. The study investigated the ways teachers and principals and students perceive guidance and counselling programme in secondary school in the Local Government. Finally, the study assessed the impacts of the guidance service in the secondary school.

 

 

RESEARCH QUESTIONS

(1) How is guidance and counselling programme perceived by secondary school teachers in Okitipupa?

(2)How does the school principal perceive guidance and counselling programme in secondary schools?

(3)How does the school counselor perceive guidance and counselling programme in secondary schools?

(4)Is there any difference in the perception of teachers and counselors in the effectiveness of guidance and counselling programme in secondary schools in Okitipipa?

 

 

 

SIGNIFICANCE OF THE STUDY

We are today in a period where youths and adults, are heavily confronted and confused with various developmental needs and problems to content with in their lives; hence determining the effectiveness of guidance and counselling programme is carried out.

It is hoped that the study will equip school administrators, teachers, counselor or career masters with the right information on the nature and the magnitude of the guidance and counseling in our secondary school and the impact o students well-being academically and choice of a future vocation.

The study will correct wrong impression of educational officers like teachers, school administrators, students developed towards guidance and counselling programme

It will help educational planners in the ministries of education and educational resource center to know exactly the situation of guidance and counselling in secondary schools. This study will reveal the strengths and counselling in secondary school. This study will reveal the strength and weaknesses of the existing guidance programme in the secondary schools

The findings and recommendation of the study will help to improve guidance services and thereby reduce student’s problems and thereby adequately preparing them for the world of work.

Finally, it is hoped that this study would not only add new dimension to work already done in the field of need and impact of guidance services, but also open up pother area where useful inquiries or researches could be conducted.

 

 

SCOPE OF THE STUDY

This study is limited in Okitipupa Local Government Area of Ondo State. The secondary school for which research was carried out are, Stella Marris College Okitipupa, Success Secondary schools of Edepe secondary school Okitipupa, Methodist High School Okitipupa.

 

 

DEFINITION OF TERMS

PERCEPTION: The ability to see, hear, understand and make opinion.

PIONEERING: Introducing ideas and method that have never been used before

ACCOMPLISHMENT: An impressive thing that is done or achieved after a lot of work.

EFFECTIVENESS: Ability to do well in an assignment

 

 

SUMMARY

Investigating the effectiveness of guidance and counselling programme as perceived by teachers in some selected secondary school in Okitipupa Local Government the focus of this study. This chapter discussed the background of the study, which given us then general review of this study, why the researches picks interest in this area the purpose of the study. It also stated that the research questions, the scope or limitation of the study and the significance of the study.

 

 

 

 

Continue reading PERCEPTION OF TEACHERS ON THE EFFECTIVENESS OF GUIDANCE AND COUNSELING PROGRAMME IN SECONDARY SCHOOL →

MANIFESTATION OF THE PROTEST AGAINST GENDER INEQUALITY IN THE PERSPECTIVE OF SOME SELECTED NOTABLE FEMALE AUTHORS

 

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ABSTRACT

This study is concerned with the manifestation of the protest against gender inequality in the perspective of some selected African authors feminist texts. The research investigates the study through the analysis of the selected text. Some research questions were formulated after careful observation of the problem stated ion chapter one, specifically, the study seeking to effectively determine those factors that could greatly enhance gender equality in our society. In the final chapter, the researcher did a useful summary and made suggestions for further research and recommendation as to how to sustain the solution of the identified gender inequality problem. 

 

 

 

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Manifestation of the protest against gender inequality examines feminism revolt as a legitimate instrument against gender inequality as it affects women using the following texts and authors as case study. The Wives Revolt, J. P. Clark, So long a letter, Mariama Ba, Second class citizen, Buchi Emecheta, The women of Orena are wiser than the gods, Osadebamwen Oamen and The Dragon Funeral,. Emeka Nwabueze.

The word feminism according to oxford advanced learners dictionary is defined as movement for recognition of claims of women for rights (legal, political, etc) equal to those possessed by men. The concept of feminism is Euro-American. It was established in Africa through the educated African women who felt marginalized within the African cultural society and context as well as having the notion that, in the cultural African society, women like children are seen but not heard and as such has to change their status quo. Aihevba (2006) in his work literacy criticism: A practical approach writes that; “feminism is a revolutionary movements that is focused on specifically the female subject of representing and challenging the mentality that women are subordinate to men. It is a fight against cultural representation of women as domestic and sexual object only good for nothing else”.

The Cambridge Encyclopedia defines feminism as “a socio-political movement whose objective is equality of right, status and power for men and women” (62). Judith Burdick (2007) in women in transition says “feminism” is an explicitly reduction of the life style created by strong coercive norms that define what women are and can do. She further states that feminism is a psychological revolution based on women’s insistence that they have the basic right to make choice and be judged as individuals.

In conclusion feminism to the researchers understanding is ideologically designed to liberate and emancipate women worldwide from oppression, ignorance and poverty, and that freedom for women is also liberation for me. This means it is meant to correct the impression that women are culturally inferior, whose identity was to be found in the desire to please, serve others and seek definition through being secondary to men, racial minorities, sexual deviants (sexual objects) or even the masses only good for domestic chores and also seen as baby making machine. Being object of male violence, religious fundamentalism and pornography which presented them as literally in bondage to men.

Historically, feminism as a movement has its root or origin in enlightenment campaign against slavery, sexual assault, prejudice and other forms of cultural and literacy oppression suffered by women world over. For instance, in the United States of America, feminist movement was born out of anti-slavery campaign which was subsequently championed by Rosa Park who was against supremacy in America. In the same vein, women in North and South of Europe as a result of prejudice, and privileges denied them also rose to the occasion of feminism. While for the African, it was the educated black women who imported the Euro-American concept of feminism to challenge the institution of slavery and resist white men’s sexual assault. In the view of the above, early feminist who managed to rise above sexual prejudice, their interest was to reconstitute literature in order to do justice to female point of view, concern and value and to identify recurrent and distorting “image of women” or to bring to light and to counter the covert sexual biases written into a literary work.

 

Consequences, a good literature to them (early feminists) was therefore, a work that is produced to project the freedom and dignity of womanhood and reawakening of feminist consciousness, by appealing to the idea that liberation for women is liberation for men. From the above definitions vis-à-vis conception and the brief history of feminism, it becomes believes that feminism could be socialist, cultural and radical. This essay by the researcher looked at these classification one after the other along line this classification.

 

a.   Socialist feminism: Socialist feminism links women’s oppression to the class structure sexism which according to the oxford advanced learners dictionary is “unfair treatment of people especially women, because of their sex, or the attitude that causes this”, gives men utter control over women. Women are oppressed by the men around them, but both men and women are ultimately oppressed by the class system. This socialist feminism believes that men and women are not significantly different.

b.   Cultural Feminism: Traditionally, men are elevated as the perfect performer in any normative action. They are often lionized and celebrated as the pattern for group identification while women are only but seen as the weaker sex. The concept of cultural feminism is concerned with the theory that there is fundamental difference between men and women and that women’s differences are special and should be celebrated. Women are generally believed to be kinder and gentler than men. The view of cultural feminism is geared towards the celebration of women’s special qualities, their ways and experiences.

c.   Radical Feminism: This concept of feminism often opts for a life of separate existence from the opposite sex. It questions why women must adopt certain roles based on their biology. Radical feminist critics charge that the men create the world from their own point of views which then becomes the truth to be described. Radical feminist’s criticism advocates a revolutionary model of social change.

 

 

1.2  STATEMENT OF THE PROBLEM

Culturally, the image of womanhood is represented by particularly as a symbol of erotic desire positioned by race, class and gender as a subservient group of people lower and inferior to the male folks. Again, under partilineage which mark most African society, the image of the women was portrayed as those who are culturally inferior, whose identity is to be found in the desire to please and serve men and seek definition by being secondary to men.

Haven x-rayed the circumstance women have found themselves, their pitiable condition evade position, it calls for radical and correct representation of the image of womanhood through literature, by a means of rebuilding the image of women generally. The statement of this research work problem therefore, is that of finding out and describing how womanhood has fared culturally and how feminism as a literary concept and movement in African literature has helped to reconstruct or re-position the image of womanhood in Africa through a selection of some notable authors produced works in their contribution towards redeeming the image of women.

 

 

1.3  PURPOSE OF THE STUDY

The main purpose of this study is to show the selected authors portrayal of the respective identification of the role culture and feminism play in re-positioning of women in the society. Also the study purposes to taking an overview of the African woman in relation to the concept and movement of feminism, in the themes of these text which depicts the present position of the African woman.

 

 

1.4  SIGNIFICANCE OF THE STUDY 

The study when successfully completed will serve as a document that portrays how literature:

i.             Challenges, debunk and confront the rude negative conception of the female.

ii.            Represent the image of the woman correctly in the feminist sense.

iii.           Reveal the reason why people must see women as agent in the society whose feelings should be respected.

iv.          Depict how the image of womanhood was portrayed in Africa cultural perspective before and after the advent of feminism in African literature.

v.           To salute my fellow true African feminist for t heir courage and dignity.

 

 

1.5  RESEARCH QUESTIONS

The following research questions are to guide the direction of the study.

i.             What makes females suffers of gender inequality?

ii.            What is t he role of African societal culture in gender inequality perpetration?

iii.           How does feminism stand as a tool of salvaging the female ego?

iv.          What contributions have some selected authors made in the manifestation of protest against gender inequality?

v.           What does the African women think about this protest?

vi.          What are the contributions of some Nigerian radical feminists in solving this problem?

 

 

1.6   SCOPE OF THE STUDY

This related investigative literature is focused against gender inequality and its manifestation so far in the scenario of protest. Consequently, the above subject matter has been designed to cover five selected literature texts viz; the Wives Revolt, So Long a Letter, Second Class Citizen; The Women of Orena are wiser than the gods, The Dragon’s Funeral.

 

 

 

1.7  DEFINITION OF TERMS

Patriarchy: A societal system of a country or state that is ruled or controlled by men.

Patronage: Word used to describe the relationship between father and child that continues in a family of each generation.

Cultural: Connected with culture which means the customs and beliefs, arts, way of life and social organization of a particular group of people.

Feminism: A claim by women for right equal with men.

Feminist: Someone that is in support of feminism.

Revolt: To resist a particular authority.

 

 

 

 

Continue reading MANIFESTATION OF THE PROTEST AGAINST GENDER INEQUALITY IN THE PERSPECTIVE OF SOME SELECTED NOTABLE FEMALE AUTHORS →

THE IMPACT OF MOTIVATION ON THE PERFORMANCE OF SECONDARY SCHOOL TEACHERS

 

 

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Bulk sms company in Nigeria

 

 

 

 

ABSTRACT

This study was conducted to find out the impact of motivation on the performance of secondary schools teachers.  It also investigated the difference in the extent to which public and private secondary schools teachers are motivated to perform their duties in secondary schools in Isu Local Government Area, Edo State. The sample was (100) teachers, five teachers were taken from each of the sampled schools through random sampling technique from (20) secondary schools in Isu Local Government Area. Four hypotheses were formulated for testing.  The research instrument was the questionnaire constructed by the researcher, based on the research questions, and validated through expert guidance and pilot testing.

 

 

 

 

TABLE OF CONTENTS CHAPTER ONE

1.0       Introduction

1.1             Background of the Study

1.2             Statement of the Problem

1.3             Purpose of the Study

1.4             Significance of the Study

1.5             Assumptions

1.6             Hypothesis

1.7             Scope of the Study

1.8             Limitation of the Study

1.9             Definition of Terms

CHAPTER TWO     REVIEW OF RELATED LITERATURE                                        CHAPTER THREE            METHOD AND PROCEDURE

3.1       Design of the Study

Population

3.2       Sample and Sampling Technique

3.3       The Research Instrument

3.4       Validity and Reliability of Instrument

Date collection procedure

Date Analysis

CHAPTER FOUR

4.1       Presentation, Analysis and Interpretation of date

CHAPTER FIVE    

5.1       Conclusion

5.2       Recommendation

5.3       Suggestions for further Research

REFERENCES       

QUESTIONNAIRES        

 

 

 

  

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

Secondary schools are established to educate students to enable them contribute to the economic, political and social cultural well, being of their country.  In Isu Local Government Area of Imo State, there appears to a hindrance in the realization of objectives of secondary school.  An important factor responsible for the non-attainment of the overall purpose of secondary school is due to inadequate motivation of staff.

Secondary schools teachers are different in sex and status.  However sufficient efforts are not made by the Government, proprietors and some parents to motivate the secondary schools teachers in Isu Local Government Area to teach the students.

 

 

Bulya (1992) assents that:- The Government is not left out in making the teachers feel inferior.One of this is economic depression; the first group to bear the brunt is teacher.  I for see the year 200AD as the year teacher will go home with no pay if the economy continues to deteriorate as if there is no charge of altitude on the part of administrations of teachers welfare.  In the 1989 Budget, the Government had decreed that car refurbishing loan be given to desiring officers.  Deserving education officers teaching in secondary schools also filled from but non-benefited from the loan.  This game added to the teachers frustration.  Thus, the Nigeria teachers continue to render essential service to the nation without adequate compensation by the Government.

 

 

Thus, there is need to motivate teachers in Isu Local Government Area to enable them teach their students very well.  The teachers should be paid their salaries on time, the parents of students should not snub teachers and the government should give car loans to the teachers, entertainment allowance and meal subsidy’s

 

Furthermore, Bulya (1992) observes that the delay is the payment of teacher’s salaries is responsible for the poor image of the teacher.  He added that in 1993, primary school teacher’s salaries were delayed in Gongola State for months old industrial action.  In the same year teachers in Bauchi Local Government Area appealed to the State Government to do everything possible to ensure that they were paid arrears of their two months salaries.

 

The non-payment of secondary schools teacher’s salaries on time makes it difficult for them to meet their family financial obligations at home. Some of the teacher’s dress shabbily, some feel shy to introduce themselves as teachers while some families are no longer proud of their members taking up the teaching profession.  They see it as the last resort.

 

Hence, teachers need to be motivated by the government, proprietors, all and sundary to enable them perform in the secondary schools. No wonder Okon and Anderson (1982) argued that since money provided power for it’s possessor, it has a double effect in lending status.  Money permits a person of wealth to exhibit a life style, which others may enjoy.  The person who is envied has a higher status than  the person who is pitied wealth can be obtained through salaries earnings so give the teachers their due that they may live and be envied by others.

 

Since teacher are very important in our secondary schools because they teach the students, there is need to motivate the teachers to enable them perform in teaching student in secondary school in Isu Local Government Area, Benin City.

 

Bolarinwa (1996) shows that academic performance of students in our schools is deters rating compared to the olden days because of the teacher.  He added that those responsible for this kind of change are the teachers and one of the reasons behind this could be the status of the profession in Nigeria now.

 

He added that many people see teaching as a job that could be done when there is no other choice.  There is no adequate encouragement for teachers who are in a position of steering the wheel of education of learners.  Teacher’s salary package is the least in the society compared to other profession, some administrators do not seen teaching as some thing government should spend so much on, they see it as a profession that gulp so much money and nothing to show for it.

 

Thus, most local government chairpersons pay more attention on award of contracts to their own benefits.  Since they do not care on how good contract is carried out, loss attention is paid to teacher’s welfare, salaries are paid when the chairperson likes.  Money allocated by federal government to local government on primary education were diverted and used on different projects.  Those eventually created a change in the quality of classroom instructions and the out put, since teacher’s salary were not paid for months.

 

Ogonor (2003) stated that: The Nigerian educational system has suffered government.  In the period of financial constraint, the educational system bears the brunt at certain periods teachers salaries were unpaid for a period of about a few months.  In situations as stated teachers freely engaged in other activities unchecked while school was in session because there was no moral justification to call the neglected and hungry teachers to order.

 

Ogonor (2003) added that apart from irregular payment of teacher’s salaries many teachers have never had the opportunity or being sent on in-service training to up date their learning in competence for an up ward period of about ten years.  Hence many teachers are enabling to respond to current changes in curriculum and pedagogy.

 

In Nigeria, like in most developing countries the teachers are very important.  This is mainly because of the role they play in educating the students and in the political, social. Educational and economic development of the country, In addition to it’s traditional role of educating the student, it not only accounts for about 50% of Nigerian work force but also serves as instrument for development.

 

Regrettably however, while the teachers continues to increase in size and importance, it’s effectiveness and efficiencies have been on a serious decline due to lack of motivation.  Since the early-eighties, teachers commitment performance and productivity are on the decline while various reports of tribunals and commissions of inquiry point to the fact that most public sectors organizations in Nigeria are characterized by inefficiency, mis-management , corruption, wastage and abuse of office e.t.c federal republic of Nigeria, reports (1967) and Kano State reports (1975).

 

The aforementioned concern is further heightened taking into cognizance the fact that if teachers are poorly motivate, then they will not do their best possible in teaching the students in secondary school in Isu Local Government Area.  In the same heir, the academic performance of students will be affected in terms of poor performance in internal and external examinations as a result of their inability to complete their scheme of work due to industrial actions, work to rule or engaging in other business because they were not paid their monthly salaries for several months.

 

Ogonor (2003) Stated that the Nigerian educational system has suffered great neglect during the are of successive government.  In the period of financial constraints the educational system bears the brunt.  At certain periods teachers salaries were unpaid for a period of about a few months.  In situations as stated teachers freely engaged in other activities unchecked while schools were in session because there was no moral justification to call the neglected and hungry teachers to order. She added that apart from irregular payment of teachers salaries many teachers have never had the opportunity of being sent on in service training to up date their learning in competences for an up ward period of about ten years.  Hence many teachers are unable to respond to current changes in curriculum and pedagogy.

 

Thus, in Nigerian, like most developing countries, the teachers are very important.  This is mainly because of the role they play in educating the students and in the political, social, educational and economic development of the country.  In additional to it’s traditional role of educating the student it not only account for about 50% of Nigeria work force but also serves as instrument for development.  Regrettably however, while the teachers continue to increase in size and importance, its effectiveness and efficiency have been on a serious decline due to back of motivation.  Since the early-eighties, teachers commitment, performance, and productivity are on the decline- while various reports of tribunals and commission of inquiry point to the fact most public sector organization in Nigeria are characterized by inefficiency mismanagement, corruption, wastage and abuse of office e.t.c. (federal Republic of Nigeria Reports 1067) and Kano State Reports (1975).

 

Garba (2001) asserted that the use of Incentive to motivate an employee Is however, by no means recent but has acquired more popularity in recent times.  The parameters of incentives employed by organization include use of money provision of amenities  and fringe benefits, Involvement in decision making use of such factors as job security and promotion. Further more, motivation has an impact the performance of secondary school teachers.  They can be motivated in different ways depending on the ways employed by the government and school administrators.

 

Musa (1997) Stated that the delay in the payment of salaries of teachers and other Fringe benefits are sufficient evidence for this non-challant attitude to teachers Welfare. He added that the non payment of teacher’s salaries has far reacting consequences on our educational system and its products.  Outstanding among these consequences is the falling standard of education.  When teachers go on strike the effect is not fact immediately, so the government does not car, the parents do not care and the children rejoice that they are idle and free.  The effects are however felt later. Kayode (1996) stated that ironically, even on occasions when the economy is buoyant one still discovers that teachers continue to constitute the least paid workers- beast of burden, Invariably, therefore, teachers are unwillingly to teach or remain in the profession due to lack of motivation, sheer want of devotion, commitment and lack of appreciation of their worth by the society.

 

The situation was not different in Imo State in 1982, 1999 and 2002. The result was that some teachers in secondary schools in Isu Local Government took up menial jobs as financial coping techniques, withdrew their children from foe paying schools to non-fee paying owns while others wish they could opt for other jobs.  Hence it becomes clear that there is low percentage of teachers who could be said to be actually teaching effectively at any given time.  Hence Kayode (1996) remarked that if you feed teachers with peanuts, you should expect nothing but monkeys.

In this regard, the researcher would therefore attempt to determine the impact of motivation on the performance of secondary school teachers in Isu Local Government Area, Imo State

 

 

STATEMENT OF THE PROBLEM

For an effective and functional secondary educational to be achieved therefore, the need to take cognizance of the performance of the inputs (teachers in this context) is very essential.  However, in view of the unhealthy government, private proprietors and school administrators attitude towards making much impact to motivate teachers to perform in secondary schools, it could be rightly asserted that delay in payment of teachers salaries, poor condition of work, lack of job security, non payment of entertainment allowance and meal subsidy, grant of car loans among others are responsible for the lack of motivation of teachers.

 

Angulu one time Registrar of Ahmadu Bello University, Speaking at the graduation ceremony of ATC/ABU, Kano 1981/82 session: he said: “The teaching profession in Nigeria has lost its glamour, social status and respect due to lack of incentive for the teachers” Thus, the teaching profession has never been a lucrative one since the teachers neither had the social status nor the money.  Hence the poor treatment given to teachers in the society ha caused immense concern to parents, ministry of education and the society at large. The researcher therefore wishes to examine the impact of motivation on the performance of secondary school teachers in Isu Local Government Area, Imo State.  The following questions are to be investigated.

1.                  Are the secondary school teachers in Isu Local Government area motivated to perform their jobs according to the standard set by the Government?

2.                  To what extent do the government and private proprietors motivate the teachers to do their jobs?

3.                  To what extent does the school management motivate the staff to do their jobs?

4.                  Is there any difference in the factors motivating the staff job performance between male and female teachers?

 

 

PURPOSE OF THE STUDY

The secondary school teachers are not effectively motivated to enable them do their best possible in teaching students in secondary schools, in Isu Local Government Area, Imo State. Bulya (1992) Stated that the secondary schools teacher did not fair better.  Many of them went without salaries for months.  This non-payment dented the image of the teaching profession in no small measure.  Teachers became borrowers and debtors.  Some took to secondary jobs that were very mean like motor cycle hiring services while many     others went into petty trading hawking and peasant farming.  Virtually there were no difference between the teacher and a peasant illiterate. The aforementioned situation was the case in Bendel State in 1982, 1989 and in Imo State in 2003. Thus, Kayode (1996) in his study observed that:

 

The government at various levels and time pretend not to know the Priority of the people they government else how would Local Government Chairman prefer award of contracts for office and road renovation to ensuring that primary schools are properly equipped and teachers salaries are promptly paid.  No serious attention is paid to enhance the status of teachers, even projects and activities.

 

However, teachers are not will motivated to enable them improve on their performance in teaching the students in secondary schools. The purpose of this study, therefore was to find out the impact of motivation of teachers performance in secondary schools.  Specifically the study, attempts to find out if the secondary school teachers are motivated to do their jobs according to the standard set by the Government, the extent to which the teachers are motivated by the Government/proprietors, the extent to which the school management motivate the staff to do their jobs and if there is a significant difference in the motivation of male and female in the performance of their jobs.

 

 

SIGNIFICANCE OF THE STUDY

The findings of this study will be of immense benefit to secondary school teachers, principals, Heads of Departments, Government, Policy makers, supervisors , Curriculum planners and tertiary institutions.  In the same view it will be of great help to various States Federal Government and school proprietors so as to improve on their various ways of motivating the teachers to enable them do their best possible.

ASSUMPTION

For the purpose of this study the following assumptions have been made.  It is envisaged that every secondary schools in all the sampled schools are of the same setting and standard.  The teachers and students of the sampled schools are competent enough to give reliable in formation on the impact of motivation on teachers performance in secondary schools

HYPOTHESIS

In an attempt to carry out the research work, the following research statements are formulated to guide the researcher in the study.

1.                  The secondary school teachers in Isu Local Government Area are not motivated to perform their work according to the standard set by the Government.

2.                  To what extent does the Government and private proprietors motivate the teachers to perform their duties?

3.                  To what extent does the school management motivate the teachers to perform their duties?

4.                  There is no difference in the factors motivating the staff job performance between male and female teachers.

SCOPE OF THE STUDY

The study covered twenty schools in Isu Local Government Area, Imo State.  The school were selected through random sampling technique in order to examine the impact of motivation on the performance of secondary school teachers in Isu Local Government Area of Imo State.  If the teachers in Isu Local Government Area are motivated to perform their duties, the extent to which the Government and private proprietors motivate their staff to perform their duties.  The study also covered extent to which school management motivate the staff and if there is any difference in the factors motivating male and female teachers in the performance of their jobs.

DEFINITION OF TERMS

1.                  Motivation – I t is the act of encouraging people to do something or act in a particular way by giving them gifts, incentives or rewards.  In this context it refers to giving teachers gifts, promotions and allowing them to participate in the administration of the school.

2.                  Impact – I means to give a quality to something.

3.                  Performance – It is the process or manna of performing duties, outstanding action or achievement.

4.                  Secondary schools – It refers to institutions for educating children.

5.                  Teachers – It refers to people who teach especially in a school.

 

 

 

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