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INFLUENCE OF TEACHERS WELFARE ON STUDENTS ACADEMIC
PERFORMANCE IN SELECTED SECONDARY SCHOOLS
ABSTRACT
This study focus on influence of teachers’ welfare on
students academic performance in some selected secondary schools in Ishielu
Local Government Area of Ebonyi State. Four purpose and research questions
guided the study. The population of the
study is made up of 300 teachers drawn across the six (6) schools selected for
the study. Simple random sampling technique was used to select the number of
schools used for the research, while 300 teachers were used as the sample size
due to its researchable size. At the
same time instrument used for the data collection was questionnaire, which
contains 28 items. The response on the questionnaire item were used to answer
the research questions and mean scores of ratings of the item were computed and
used as a guide in analyzing the data. The findings of the study shows that
teachers welfare influence student academic performance to a high extent. The
educational implications and recommendations which were based on the findings
were made and consequently limitations and suggestions for further study were
clearly highlighted; Summary and conclusion were also stated.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF
THE STUDY
Education has been recognized as the fundamental basis on
which any nation could function effectively. Its socio-political and economic
depends solely on the qualitative education given to her citizen. Any nation
that wants to be recognized as a developed country must build its human
resource firmly. Hence, a country is said to be developed if the majority of
her populace is highly educated
Therefore, those that impact the needed knowledge or those that build or
mould the character should be attainted and motivated adequately, knowing that
their welfare is the key to performance and improvement. Hence, it is believed
that a motivated teacher always complete the tasks set for him, even when such
task is difficult or seen uninteresting. Teachers are a central actor in the
learning process that takes place in schools, and teachers are the power tools
for improving quality education through effective classroom practices in
secondary schools (Davison, 2011). Attitudes and effectiveness can vary
depending on the incentives they face. Pay structure is potentially an
incentive-tool in the hands of the education policy maker, and merit pay
proposals have important recently been discussed in several countries and
applied in some. However, the issue of whether linking teachers pay to student
performance is an effective means of improving that performance has been
contentious in educational debates. According to Geeta and Francis (2010) that
causality is established as running from higher wage to improved student
achievement, the relationship is open to alternative interpretations. One is
that a positive impact from wages onto achievement reflects the fact that
higher wages likely attract better quality people into the pool for applicants for
teaching jobs. A second interpretation is that higher pay raises achievement by
raising the effort of existing teachers. In terms of the efficiency wage
theory, better paid teachers are likely to work harder in order to increase the
chance of retaining their more valuable jobs. The paper will test these
alternative explanations of the wage effect on student achievement. According
to Patrick and Jane (2013), Teacher incentive is the idea that has been
received with divergent views. The proponents of teacher incentive programmes
believe that teacher incentives are meant to boost teacher motivation and
effectiveness resulting in high productivity and increased pupil performance.
On the other hand, opponents of the idea argue that monetary incentives, especially
of small amounts, tend to crowed out intrinsic motivation and lead to inferior
outcomes (Jacob, 2011). One hypothesis, as explained by Hanushek (2010),
maintains that rewarding teachers for students achievement gains will improve
student achievement by attracting more effective teachers to the field or
improving the effectiveness of existing teachers. According to brain (2011)
Education is one of the most important avenues through which governments can
address concerns of economic growth and equity. Human capital plays a
substantial role in the economic growth of nations (Topel 2012) and, in the
past two decades, skill biased technical change has increased the returns to
schooling, exacerbating wage inequality between the most and least educated
members of our society (Katz and Murphy 2010). At the same time, cognitive
ability has become an increasingly important determinant of labor market
success in this country.
Aware of the importance of education, economists have spent
considerable effort examining what factors affect academic achievement. There
is a large literature on the importance of financial resources in determining
educational outcomes.' However, researchers have paid considerably less
attention to remedial programs designed to improve the performance of low
achieving students, including summer school and grade retention (Eide and
Showalter, 2011).
In Nigeria,
Mathematics is a compulsory subject up to secondary school level. During the
last couple of years, performance in Mathematics in National examination has
dropped significantly and this has been a major concern for the society. The
West Africa Examination Council has continued to raise concerns over the poor
performance in Senior Secondary Certificate Examination. Many teachers have
left teaching in public schools for greener pastures in better paying private
schools as a result of lack of motivation and incentives needed. Students in
most public schools are disadvantaged in that the classes are overcrowded and
they do not have adequate learning facilities. In some instances, they lack
adequate textbooks and laboratory equipments.
This is in sharp contrast to private schools where the numbers of
students are few as there are adequate facilities and the teachers are willing
to go an extra mile to ensure that the students perform well in examination but
the willingness to go an extra mile to ensure good students performance may be
frustrated when there is no motivation and encouragement to the side of the
teachers. Although, it is believed that the reward for the teachers is in
heaven, but there is no doubt about the fact that if the limited or no
motivation for the teachers in terms of incentives and innovation it may
drastically reduce their morale which may in turn have a negative impact on students
performance. The few teachers on the government payroll are poorly remunerated
as a result most of them take up part time employment or private business
enterprise in order to make ends means. This greatly reduces their commitment
to the teaching (which demands for sacrifice). However, lack of motivations for
the teachers may influence their dedication to teaching work. Poor performance
of student in mathematics may also be as a result of teachers not being
dedicated to their duties which may in turn have effects on students academic
goal setting which apace affect individual who has set lower goals for
themselves(Aremu, Ayotola, 2000). The role of teachers in national building and
natural development cannot be washed away -Anibeze- Vanguard Newspapper 2012 – page 12 gives
priority to teachers welfare.
Welfare can be seen
as the availability of recourses and presence of conditions required for
reasonable, comfortable, healthy and secure living for teachers which include
good working condition, secured environment for academic business, regular
promotion, in-services training, regular payment of salary and among other work
incentive that aid the teachers performance standard.
1.2 STATEMENT OF
THE PROBLEM
One of the
important factors in realizing educational aims and objectives in student’s
academic performance is the role of the teacher’s welfare within the
educational set up. The performance of the student towards achieving
educational goals is said to be very important in most society today. The
negative performance of student towards an educational aims and objectives
could be associated to the low attention on teacher’s welfare. It is generally
believed that children from high and middle socio-economic status parent are
better exposed to a learning environment at home because of provision and
availability for extra learning facilities and attended a private school while
children from a very low socio-economic status family will attend a public
school and may not have any opportunity to expose to a better learning
environment where teachers are highly motivated. Teachers have the biggest
impact on the success and flaws of students` academic performance because their
teaching motivations are instrumental in helping them learn and one approach is
likely to produce different results from another. Teachers` motivation to
undertake a task depends on their expected reward. Efficient teaching and moral
will take place when there is strong motivation in terms of wages and
innovation from both employers, also the students` performance sometimes may serve as a motivation for the
teachers in other to perform efficient in the subject. This motivation may be
aroused by either extrinsic or intrinsic stimuli both of which are important in
directing and regulating the learner’s
behaviour towards attainment of the desired goals(Jacob,2001). Teachers
must therefore be motivated through various ways which may include the
organization of seminars and workshops, upgrading test, performance appraisal,
timely payment of salary and wage, providing the required physical facilities
like laboratories and verbal encouragements for student etc. This would go a
long way in motivating the teachers which will in turn improving the students`
performance(Topel,2010). These results have generated increased interest in the
study of mechanisms that may raise achievement through teachers, including
increasing teacher training, improving teachers' pay or strengthening teacher
incentives (Lazear 2011]. In fact, teacher incentives, either individual or
collective, may improve student achievement if they succeed in aligning the
public or even social goals with the goals of the teachers.
1.3 PURPOSE OF THE
STUDY
The main
purpose of this study is to examine the impact of teacher’s welfare on students
academic Performance in some selected secondary schools in Ishielu Local
Government Area of Ebonyi states. Specifically the study is determine to;
1. Investigate the
influence of regular payment of teacher’s salary on student’s academic
performance in some selected secondary schools in Ishielu Local Government
Area.
2. Find out the
influence of regular promotion of teachers as at when due on students academic
Performance in some selected secondary schools in Ishielu Local Government
Area.
3. Examine the
influence of academic workshop, seminar and conference program on teachers
effective teaching and learning on student’s academic performance in some selected secondary schools in Ishielu
Local Government Area
4. Fine out the strategies for improving on
teachers’ welfare on students’ academic performance in some selected secondary
schools in Ishielu Local Government Area.
1.4 SIGNIFICANCE OF
THE STUDY
It is clear
that the structure, nature and composition of academic performance in every
school is functionally dependent on the welfare of the teachers. However, the
teachers are often limited by many factors in preparing the students for
effective teaching and learning development. The findings of this study will be
of great importance to the government, the curriculum planners, school
administrators, the students and the entire society.
To the
government, the findings of this study will guide the Government on decision
making and the need to make provision for teacher’s welfare
To the
curriculum planners the findings and recommendations of the study will guide
the curriculum planners on the need to incorporate the welfare of the teachers
in consideration of the their different need and background. That could lay a
proper foundation of academic performance on students. The school administrators will also fine the
recommendations of this study in understanding reasons behinds the poor
performance of the students as a result of negligence on teacher’s welfare
To the entire
society, the findings and recommendations of this study will be of a great
benefit to anybody who has interest in knowing the problems and strategies of
impact of teacher’s welfare on students academic performanc.
1.5 SCOPE OF THE
STUDY
This study
focused on the school factors necessary for improving students academic
performance in Ishielu Local Government Area of Ebonyi State. The study also
focuses on the effect of regular payment of teachers salary on students
academic performance, influence of regular promotion of teachers as at when
due. It also sought to identify the joint effects of those factors necessary
for improving students academic performance and the need for improving on
teachers welfare.
This study is
delimited to identify those factors necessary for improving on student’s
academic performance in some selected secondary schools in Ishielu Local
Government Area of Ebonyi state.
1.6 RESEARCH
QUESTIONS
1. How does regular
payment of teachers’ salary influence the students’ academic performance in
some selected secondary schools in Ishielu Local Government Area
2. How does the
approval of seminar, conference and workshop for the teachers, influence the
teaching and learning process in some selected secondary schools in Ishielu Local Government Area
3. How does
constant promotion of teachers influence the students’ academic performance in
some selected secondary schools in Ishielu Local Government Area
4. How does the
strategies for improving on teacher’s welfare influence students’ academic
performance in some selected secondary schools in Ishielu Local Government
Area.
1.7 HYPOTHESIS OF
THE STUDY
In this study,
three null hypotheses were tested for significance level at 0.05 margin of
error.
Ho1: There is no significant difference in the mean response
of schools in urban and rural areas on regular payment of teachers salary on
students academic performance
Ho2: There is no significant difference in the mean response
of private and public schools on
the impact of regular promotion of teachers as at when due on students
academic performance
Ho3: There is no significant difference in the mean responds
of Literate and illiterate teachers on
how seminar and conference program affects academic performance.
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