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Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State
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The concept of school effectiveness has been a controversial issue. This stems from the fact that many scholars, researchers and administrators view school effectiveness differently. Edmonds (2005) defined school effectiveness as a school that brings the children of the poor to those minimal masteries of basic school skills that now describe minimally successful pupil performance for the children of the middle class. This was substantiated by Ogunsaju (2004) that effective school is the one that reveals students’ performance which relatively exceeds’ the achievement of other schools with comparable students’ population; that is, socio economic background and resources, school effectiveness defines the interdependent relationships between purpose, effort and accomplishment. Consequently, an effective school has been similarly argued to be a school which competes favoruably in term of output and reputation within its comparable cohort of schools.
School effectiveness is concerned with the raising of students achievement and the schools ability to manage change (Raynoid et al 2001). In terms of school effectiveness it is possible to identify several characteristics of effective schools.
i. The leadership of the principal notable for substantial attention to the quality of instruction.
ii. Better physical plant congenial to the human constitution.
iii. Good and effective teacher role-play and role expectations.
iv. Students’ achievement as an evaluation of academic excellence.
v. A pervasive and broadly understood instructional focus.
vi. A well planned curriculum
vii. School Ethos
viii. Structured classroom management
ix. Higher teacher expectation
x. Well qualified teachers who possessed effective subject and pedagogical knowledge.
xi. Shared staff-student activities.
xii. An emphasis on high academic standard.
It is in the light of the above that Ogunsaju (2004) prescribed the requirements needed for the effectiveness of school in Nigeria. Such requirements include:
i. The acquisition of knowledge of the existing state of the nation.
ii. The technique of introducing change and innovation
iii. A consideration of effective communication.
iv. Rational decision making.
v. The curriculum design and its implementations
vi. The management of professional staff
vii. The achievement of quality control.
Teacher Development Programme And Capacity Building
The phrase “building capacityâ€- as widely used in education refers to any effort being made to improve skills and expertise of educations, if the purpose is to reduce a school’s reliance on outside contractors of service, for example, education or may say they want to “build internal capacity†when these term and phrases are used in education contexts without qualification, specific examples or additional explanation, it may be difficult to determine precisely what the term is referring to in fact some education professionals, literature, and resources• will call on school leaders to “build capacity†in a specified area without ever describing precisely that capacities should be improved or exactly how they might be improve.
The end result of successful capacity building initiatives should be effective and transformative teaching and learning while transformative teaching is most often associated with learners. Educationist also benefit from it. Although there are different conceptions of transformative learning on theme connects its various approaches. The idea of a profound change in consciousness or perspective in the learners (Mazirow et al, 2000, Cranston 2004). While the nature and extent of perspective transformation varies in individuals, such a change would of necessity, involve a re-alignment of the way the learners see the world. By awakening the interrogator in learners, transformative learning allows them to challenge entrenched assumptions as well as embrace problem. Posing pedagogical approaches rather than mode that treat them like information depositories without providing them opportunities to critically engage in knowledge inquiry (Freire 2011).
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ABSRACT - [ Total Page(s): 1 ]ABSTRACT COMING SOON ... Continue reading---
QUESTIONNAIRE - [ Total Page(s): 1 ]APPENDIXTEACHERS DEVELOPMENT PROGRAMMES AND SCHOOL EFFECTIVENESS IN SENIOR SECONDARY SCHOOL IN KWARA STATE This questionnaire is designed to collect Information on Teachers Development Programme and School Effectiveness in Senior Secondary School in Kwara State. Kindly supply necessary information that could facilitate the exercise. The information collected world be used purely for research purpose (s).SECTION A: PERSONAL INFORMATIONPlease tick as appropriate.Sex: Male ( ), Female ( ) ... Continue reading---
CHAPTER ONE - [ Total Page(s): 3 ]Scope and limitation of the studyThe study is meant to investigate teachers development programme and school effectiveness in senior secondary schools in Kwara state. The study would however be limited to 20 senior secondary schools in Kwara State. All the senior secondary school in kwara state are 340, Ilorin South 21, Ilorin East 29, Ilorin West 28, Asa 16, Baruten 17, Edu 20, Ekiti 15, Ifelodun 44, Irepodun 40, Isin 17, Kaiama 8, Moro 22, Offa 14, Oke-Ero 14, Oyun 20, Patigi 15.Significant of ... Continue reading---
CHAPTER THREE - [ Total Page(s): 1 ]CHAPTER THREERESEARCH METHODThis chapter presents the method used in collection and analysis of data. It focused on the following sub-headings:Research Design The research design used for this study was a descriptive research design that allows the researcher’s to ensure careful records of what was observed for proper analysis of the information obtained from the despondence. It was considered appropriate because of the focus of the study which intended to determined the relationsh ... Continue reading---
CHAPTER FOUR - [ Total Page(s): 9 ]Ho4: there is no significant relationship between teachers development programme and classroom management.As indicated in table 12, the calculated r value of .73 is greater than the table value of .025 at 0.05 level of significant. This implies that the null hypotheses which stated that there is no significant relationship between teacher development programme and classroom management is rejected. Thus, the result significant that there is significant relationship between teachers development pr ... Continue reading---
CHAPTER FIVE - [ Total Page(s): 1 ]CHAPTER FIVESUMMARY, CONCLUSION AND RECOMMENDATION This chapter presents the summary of the study with conclusion and recommendation made from the discussion.Summary of finding The study examined the influence of teachers development programme on school effectiveness in senior secondary school in kwara state. Relevant literature regarding the study wee examined and reviewed to the study were equally discussed. The study used sampling techniques to select 20 senior secondary schools a ... Continue reading---
REFRENCES - [ Total Page(s): 1 ]REFERENCEAdeboye, L.F. (2000). The role of refresher course in workers’ productivity, journal of education management 4 (1), 21 – 25. Adesina, S.A (2004). Classroom management; issue and challenges in S.O Abodunle (ed). The teacher Ibadan: Ibukun Printer. Banjo, B.C. (2000). Workers-motivation and productivity. The Personnel, 15 (2) 1010-107. Cox, P.O. (2000). Effects of short-term courses on teachers’ performance. Journal of Phyhological Studies 26(9), 1026 1030.Daramola, S ... Continue reading---
