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Teachers Development Programmes And School Effectiveness In Senior Secondary School In Kwara State
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The enhancement of teacher quality is likely to be quite. Increase in teacher salaries, incentives such as loan-forgiveness programmes, heightened teacher preparation requirements, and other efforts to prepare, recruit and redevelop high-quality teachers are all associated with substantial costs.
These costs could be managed by targeting specific areas of need where teachers shortage are most pronounced, such as particular subject area (e.g. Mathematics and Science), types of classroom (e.g special education), and geographical area (e.g. Urban settings).
Nevertheless, a clear sense of which teacher attributes really lead to improved educational outcomes should guide these important investment decision, particularly given the many competing policy options to enhance teachers’ quality, as well as other attractive education policy proposals. In a content of limited resources, difficult policy choices must be made, and solid evidence should be used to guide those decisions.
The willingness of policy makers and taxpayers to devote such a large proportion of education dollars to teachers highlights the undisputed importance of teachers in realizing educational goals. A number of researchers have agreed that teacher’s quality is a powerful predictor of students’ performance. In the analysis of teachers’ preparation and students’ achievement across states, report that “measures teachers†preparation and certification and by far the strongest correlates of students’ achievement in reading Mathematics, both before and after controlling for students poverty and language statusâ€. The measurement of teachers’ quality are more strongly related to students’ achievement that other kinds of educational investments such as reduced class size, overall spending on education and teachers salaries.
In contrast to the approach used by Hammond( ), which equates teacher quality with specific qualification, Rivkin, Harmushek and Kain (2008) identified teachers’ quality in terms of students’ performance outcomes. Their research identified teachers’ quality as the most important school related factors influencing students’ achievement. The conduct from their analysis of 400,000 students in 3,000 schools reveal that school quality is an important determinant of students’ achievement. The most important predictor is teachers’ quality in comparison, class size, teachers’ education and teachers’ experience play a small role.
Harmushek (2002) estimates that the difference between having a good teacher and having a bad teacher can exceed one grade level equivalent in annual achievement growth. Sanders (2008) argue that the single most important factor affecting students’ achievement is teachers and the effects of teachers on students’ achievement are both additive and cumulative, Further, they contend that lower achieving students are most likely to benefit from increases in teachers’ effectiveness.
Taken together, these multiple sources of evidence however different in nature all conclude that quality teachers are critical determinants of students achievement. In the current policy climate of standards based reform these findings make a strong case for gaining a better understanding of what really accounts for these effects. In other words, what is teachers’ quality?
The resource-intensive nature of teachers coupled with the empirical evidence documenting the critical role of teachers’ quality in realizing students’ achievement implies that teachers’ policy is a promising avenue toward better realizing goals of efficiency, equity and adequacy in public education. Indeed, recommendations for the reforming the preparation of teachers have become common place reports in aimed at improving public education. For instance, almost two decades ago in its call for improved teacher preparation, the National Commission on Excellence in Education (2003) stated that “teacher preparation programmes are heavily weighted with courses in educational methods at the expense of courses in subjects to be taughtâ€.
In the context of this intense activity surround teacher policy, it makes sense to turn to the existing evidence on which teacher attributes are related to teacher effectiveness in order to guide policy decisions about hiring, compensation and distribution with respect to teachers. However, the literature on teacher quality and qualifications has typically been viewed as inconsistent and inconclusive. Much of this perception has been fueled by a set of analysis conducted by Hadfielf(2002) over the past two decades. In his meta-analysis of studies examining the impact of several key educational resources on students’ achievement, he concluded that there is no systematic relationship between educational inputs and students’ performance.
Factors Influencing Teachers Effectiveness and Quality Assurance
• Qualification of teachers: This would lead to better performance of students. Goodman (2009) established that there are links between students performance and teachers effectiveness and between performance and classroom atmosphere.
• Teachers experience: This was measured in terms of the number of teachers in a district with fire or more years of employment as a classroom instructor.
• Classroom atmosphere was a measure resulting from an observer’s rating of the degree to which teachers attempted to relate the subject matter being considered to the interest and ability levels of students.
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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---
