Teacher Professionalism and Task Performance in Oyo State Public Secondary Schools, Nigeria (Published)
The study investigated professionalism and Teachers’ Task Performance (TTP) in Secondary Schools (SSs) in Oyo State, Nigeria. Descriptive survey research design was adopted while multi-stage sampling procedure was used to select the samples. Simple random sampling technique was used to select 3 out of the 6 Educational Zones (EZs) in the State. The same sampling technique was used to select 10 out of 20 Local Government Areas across the sampled zones. 30% of schools in each of the selected 10 Local Government Areas were equally randomly selected, giving a total of 78 schools. The proportionate to size sampling technique was further adopted to select 20% teachers (1,189) in all the 3 sampled EZs of the State. The total enumeration technique was used to select principals within the sampled schools, which gave 78 respondents. The instruments titled: Teacher Professionalism Questionnaire (TPQ) and Teacher Task Performance Questionnaire (TTPQ) were developed and used to collect data for the study. Reliability coefficients of: r = 0.73, r = 0.84 and r = 0.81 were obtained for the compliance with Code of Ethics, Teachers’ Job Autonomy (indicators of Teachers’Professionalism) and Teachers’ Task Performance(TTP), through Cronbach alpha method. The result among others shows professionalism variables (F(3,1550) =11.404; R2 = 0.082) jointly influenced TTP among Oyo State Secondary Schools Teachers and contributed 8.2% to its variance. The study recommended that government should allow teachers’ some level of autonomy that will enable them carry out their duties in such a manner that will enhance their productivity and make them perform creditably well on their jobs.
Citation: Olayemi Jumoke Abiodun-Oyebanji (2021) Teacher Professionalism and Task Performance in Oyo State Public Secondary Schools, Nigeria, British Journal of Education, vol. 9, Issue 11, pp.1-15
Keywords: compliance with code of ethics, job autonomy, task performance, teachers’ professionalism, teacher’s qualification