Factors That Influence Primary School Teachers Job Performance
(In Enugu South Local Government Area)
Primary school teachers’ job performance is influenced by a myriad of factors, ranging from pedagogical skills and instructional methodologies to classroom management techniques and interpersonal relationships with students and colleagues. Pedagogical competencies, including subject knowledge, lesson planning, and instructional delivery, play a crucial role in effective teaching. Additionally, factors such as ongoing professional development opportunities, administrative support, and access to teaching resources significantly impact teachers’ ability to excel in their roles. Furthermore, the socio-economic background and diversity of students, as well as the level of parental involvement and support, can influence the classroom dynamic and teacher effectiveness. Moreover, organizational culture, leadership styles within the school, and the availability of support staff also contribute to the overall environment in which teachers operate, affecting their motivation, job satisfaction, and ultimately, their performance in the classroom. Thus, a combination of professional development, organizational support, classroom dynamics, and interpersonal relationships forms the intricate tapestry that shapes primary school teachers’ job performance.
The purpose of this study was to find out whether primary school teachers in Enugu-South Local Government area have the public opinion blame on their attitude to work in Enugu South Local Government Area, the researchers was moved to investigate and find out how reliable this public opinion is through testing the teachers attitude to work. To carry out this research, five (5) research questions were formulated. In order to test these questions, a twenty-five item questionnaire was administrated to the sample respondents. Fifty (50) headmistresses special class were randomly selected in order to obtain the data required.
Title page
Approval page
Dedication
Acknowledgement
List of table
Abstract
CHAPTER ONE
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 of the study
1.5 scope of the study
1.6 research question
CHAPTER TWO
Literature Review
CHAPTER THREE :
RESEARCH DESIGN AND METHODOLOGY
3.1 Design15
3.2 area of study 16
3.3 population of study 16
3.4 sample and sampling techniques16
3.5 instrument for data collection16
3.6 validation of instrument17
3.7 Reliability of Instrument 17
3.8 Method of data collection 17
3.9 Method of data analysis 16
CHAPTER FOUR
Data analysis and results
CHAPTER FIVE
5.1 discussion and interpretation of results
5.2 conclusion
5.3 recommendations
5.4 education implication
5.5 suggestion for further studies
APPENDIX.
REFERENCES
INTRODUCTION
1.1 Background of the Study:
The ultimate realization of education depends on the teacher as he will ultimately be responsible for translating policy into action and principle into practice in his interactions with students. Teachers have critical role to play in education reform. For meaningful and effective actualization of education therefore, good instructional strategies are required, work and devotedness to duty.
In virtually all works of life today, be it in the business, public service or the profession, morality and conscious have been neglected. Greed, selfishness and deceit, have become the order of the day. Nothing goes by the proper or excepted channels of behavior to work to achieve their means of livelihood.
People’s attitude to work and even to one another has becomes so enetic and poised only towards the mass acquisition of materials health the issue of job satisfaction or services to humanity has become to many purely secondary and not to be reckoned with. This development of lack of real interest, business and dedication to work in the average Nigerians of today is treatable. Therefore, the teacher’s attitude towards work had been a major concern. According to Bello and Awalu (2008), Nigeria schools have failed in their role in developing functional skill in the students. The increase in the rate of unemployment among school graduates is a clear indication of the nature of the product of our teachers. It is the general opinion that no educational system can rise above the quality of its teachers.
In other words, the teacher’s quality is an index of the educational development of any nation, Alhaji Shehu Shagari, at the convocation ceremony of the University of Nigeria, Nsukka on March 7, (1982) said, among other things that; “the attitude of Nigerians to work is the worst in the world, if only every Nigerian is prepared to do an honest day’s work, Nigerian world achieve wonders”.
Pathetically, this national sickness trends to make an in-road into the teaching profession – a noble profession, since after the civil war, the average man in the street laments pathetically over the apparent fallen of standard of Education in our society.
Public opinion lames the situation on the attitudes of teachers’ toward work. This ugly situation seems to the researcher, indeferable in the present circumstance of ever increasing number of trained and qualified teachers in our schools.
President Shehu Shagari said that; “Reflecting on the quality of Education given to our children, one is tempted to believe that teacher attitude to work needs critical re-appraisal. Against this background, the researcher wishes to investigate the attitude of the teachers to work in primary schools in Enugu Local Government Area of Enugu State.
1.2 Statement of Problems:
Our country cannot be truly great unless teachers are selfless, dedicated, sections and consistent in daily discharge of their duties. Primary school is the first step in the educational upbringing of the child, the teacher’s attitude to duty should be very significant.
Teachers who come to school late and fail to attend morning assembly and functions, are indirectly telling the pupils not to grow discipline, punctuality and orderliness to the duty. Worst still, they constitute a challenge to the authority and have lost the right attitude to work. Would the teachers who leaves in place of work for another part time engagement be regarded as competent and dedicated personality who knows his responsibility to the country in general?.
1.2 Purpose of Study:
The purpose of this works is to investigate the attitude of primary school teachers towards work in Enugu-South Local Government Area.
Specifically, the study seeks:
• To find out whether teachers in Enugu –South are punctual to their work.
• To find out whether they attend school regularly
• To find out whether teachers in Enugu South are competent in their area of study.
• Whether they engage in other private activities to the detriment of their class work.
• To find out whether the teachers show interest in the individuals effort in the class.
1.3 Significance of the Study:
It is hoped that this study will create an awareness to the teacher’s in primary school in Enugu South L.G.A Government and the society at large.
The awareness of the situation will undoubtedly stimulate through and ideas that could bring about desired change. Teachers with negative attitude will reflect in their role and probably change,
The awareness to the government will result in the complete reappraisal of rules and regulations made to govern the teaching profession, with a view of modifying, straightening and relaxing areas of tension for teachers. It is also hoped that if a conducive atmosphere is created for all teachers, and they co-operate in themselves, the case of primary school teacher shall have been adequately taken care of.
1.4 The Scope of Study:
This study was limited only to primary school teachers in Enugu –South Local Government Area. It is centered mostly on invesgating the teachers attitude to work in Primary Schools of Enugu-South Local Government Area .
1.6 Researcher Question:
The study will attempt to answer the following question.
• To what extent do teachers in Enugu South attend school punctually?
• To what extent do teachers in Enugu South attend school regularly?
• To what extent do teachers in Enugu-South are competent in their area of study
• To what extent do teachers in Enugu South engage in other private activities to the detriment of the class work?
• To what extent do teacher in Enugu South show interest in their individual class effort in the class?
SHARE PROJECT MATERIALS ON:
Factors That Influence Primary School Teachers Job Perfornance:
Primary school teachers’ job performance can be influenced by a wide range of factors, including both internal and external factors. Here are some key factors that can impact a primary school teacher’s job performance:
Teacher’s Qualifications and Training: A teacher’s level of education, training, and professional development can significantly influence their job performance. Teachers with more advanced degrees, specialized training, and access to ongoing professional development tend to perform better in the classroom.
Classroom Resources: The availability of teaching resources, such as textbooks, technology, teaching aids, and materials, can greatly affect a teacher’s ability to deliver effective lessons and engage students.
Classroom Environment: The physical layout and condition of the classroom, including seating arrangements, lighting, and temperature, can impact both teacher and student performance.
Class Size: Smaller class sizes often allow teachers to provide more personalized attention to students, leading to better job performance. Larger class sizes can create challenges in classroom management and individualized instruction.
Student Characteristics: The diversity of students in terms of learning styles, abilities, and socio-economic backgrounds can influence a teacher’s performance. Adapting teaching methods to meet the needs of all students is a key factor.
Parental and Community Involvement: Positive parental and community support can enhance a teacher’s job performance. When parents are actively engaged in their children’s education and the community supports the school, it can create a more conducive learning environment.
School Leadership: Effective school leadership that provides clear goals, support, and a positive work environment can motivate teachers and improve their performance.
Curriculum and Standards: The alignment of curriculum and instructional materials with educational standards and objectives can impact how well teachers meet educational goals.
Teacher Autonomy: The level of autonomy and decision-making authority granted to teachers can influence their job satisfaction and performance. Teachers who have more control over their classroom practices often perform better.
Teacher-Student Relationships: Building positive relationships with students can improve teacher effectiveness. A supportive and respectful classroom environment can lead to better engagement and learning outcomes.
Workload and Stress: High workloads and excessive stress can negatively impact a teacher’s job performance. Adequate support and manageable workloads are essential for maintaining high-quality teaching.
Professional Collaboration: Collaboration with other teachers and educational professionals can lead to the exchange of ideas and best practices, enhancing job performance.
Evaluation and Feedback: Regular performance evaluations and constructive feedback from peers and administrators can help teachers identify areas for improvement and grow professionally.
Incentives and Recognition: Incentives such as salary increases, awards, and recognition for outstanding teaching can motivate teachers to perform at their best.
Teacher Motivation and Passion: A teacher’s intrinsic motivation and passion for teaching can be one of the most significant factors influencing job performance. When teachers are enthusiastic and passionate about their work, it often translates into better outcomes for students.
It’s important to note that these factors can interact with each other, and their impact on a teacher’s job performance may vary from one individual to another and from one school context to another. Schools and educational authorities should consider these factors when designing policies and practices to support and improve primary school teacher performance.