Teachers

Soft Skills and Early Childhood Education Teachers’ Job Performance in Akwa Ibom State, Nigeria (Published)

This study investigated the relationship between soft skills and early childhood teachers’ job performance in Akwa Ibom State, Nigeria. Specifically, the study examined the relationship between communication skills, conflict management skills, stress management skills, time management skills, and early childhood teachers’ job performance. To achieve the purpose of this study, four specific objectives, four research questions and four null hypotheses were formulated to guide the study and were tested at.05 level of significance. Literatures pertinent to the study were reviewed under theoretical, conceptual and empirical frameworks. Correlational research design was adopted for the study. A sample size of 600 early childhood teachers and 390 head teachers were selected for the study using multistage sampling technique. Two instruments were used for data collection and they were; Soft Skill Instrument (SSI) and Early Childhood Teachers’ Job Performance Instrument (ECTJPI). Teachers responded to Soft Skill Instrument (SSI) while school head teachers responded to Early Childhood Teachers’ Job Performance Instrument (ECTJPI). R and R² values of Simple Linear Regression Analysis were used for answering the research questions and for testing the hypotheses. The findings of the study revealed that there is a significant relationship between soft skills and early childhood teachers’ job performance in Akwa Ibom State. It was concluded that there is a significant positive relationship between communication skills, conflict management skills, stress management skills, time management skills and early childhood teachers’ job performance. It was recommended among others that early childhood teachers should seek personal development of their soft skills through workshops, seminars and conferences.

Keywords: Early Childhood Education, Job Performance, Soft Skills, Teachers

Investigating Classroom-Level Barriers to Cooperative Learning Implementation in Saudi Middle Schools (Published)

The change process is not easy; effort is required to implement a change in any system. Saudi Arabia’s Ministry of Education is working to bring a change to their education system by implementing cooperative learning. This approach is different from traditional learning, so there are different barriers faced by teachers, students, and administrators. This study focuses on analyzing the perceptions of teachers which may act as barriers while they implement cooperative learning in schools in Saudi Arabia. This study aims to investigate the level of preparedness of teachers while implementing cooperative learning; the professional perspective of teachers regarding cooperative learning; and the perception of teachers regarding the benefits and use of cooperative learning. The study used a quantitative research design and a survey was distributed among the teachers working at a public school in Saudi Arabia. Teachers’ preparedness, perception, and personal perspectives were tested and quantitative data revealed the barriers limiting the implementation of cooperative learning in schools.  Findings can be utilized by policy makers and administrators to dictate necessary changes in the system which will help in the effective implementation of cooperative learning. The policymakers may need to work on the policy framework to equip teachers to mitigate these barriers.

Keywords: Barriers, Cooperative learning, Professional Development, Teachers

The Main Challenges Facing Basic Education Teachers in Several Libyan Schools According to the Charlotte Danielson Framework (Published)

This study investigates the challenges faced by basic education teachers in Libyan schools, aiming to provide insights for decision-makers in the Ministry of Education and school administrators to support teachers effectively. Using a quantitative descriptive survey methodology, the research analyzes data from 98 teachers across various Libyan cities and villages, focusing on areas such as lesson planning, classroom management, teaching practices, and professional development. Key findings reveal that while a majority are proficient in formulating lesson objectives and building positive student relationships, there are significant gaps in utilizing educational resources and integrating technology. The study also highlights a lack of significant differences in challenges based on gender, qualifications, and teaching context, suggesting systemic issues within the education sector. The results underscore the need for targeted professional development and support structures to enhance teachers’ effectiveness and address the common challenges they face.

Keywords: Basic Education, Charlotte Danielson, Framework, Teachers

Learning via MOOCs during the COVID 19 pandemic : perceptions of students and teachers at Cadi Ayyad University, Morocco (Published)

The COVID-19 pandemic disrupted the education of millions of learners worldwide. However, very few educational systems and their teachers were prepared for the sudden transition to online learning that ensued (Kanwar, 2020). The University Cadi Ayyad in Marrakech (UCAM) had already launched a platform for MOOCs (Massive Online Open Courses) in 2013. MOOCs are online learning environments that allow students to take courses on a wide range of subjects without limitation and at low cost (Veletsianos et al. 2015, cited by Alamri, 2022). Following the Ministry of Higher Education’s decision to suspend classes in various university institutions and to ensure pedagogical continuity during this crisis situation, UCAM continued to adopt distance learning, including through MOOCs.In this context, it seemed essential to identify the perceptions of students and teachers regarding this online learning technology. The study was conducted with 15 teachers (interviews) and 840 students (questionnaire) within three faculties of the University Cadi Ayyad: Faculty of Sciences, Faculty of Letters, and Faculty of Law.The results showed that both populations (students and teachers) appear to be satisfied with the use of this type of system. They believe it had a positive impact on the teaching-learning process during the pandemic. However, they are of the opinion that MOOCs, although they offered learning opportunities, cannot replace face-to-face learning.

Keywords: COVID-19, MOOCs, Perceptions, Students, Teachers, distance learning

Relationship Among Teachers’ Occupational Interests, Job Satisfaction and Performance in Government Secondary Schools in North Central Nigeria (Published)

This study investigated the relationship among teachers’ occupational interests, job satisfaction and performance in government secondary schools in North-Central Nigeria. The study adopted descriptive survey design using teachers in government secondary schools in the North-Central Geopolitical zone of Nigeria. A sample size of 384 teachers comprising 153 males and 231 females participated in the study through stratified random sampling procedure. Three instruments were used for the study – Vocational Interests Inventory (VII) Job Satisfaction Inventory for Teachers (JOSIT) and Teachers Job Performance Inventory (TEJOPI). The reliability of the instruments was determined through test re-test method using Pearson Product Moment Correlation Coefficient which yielded reliability indices of 0.92, 0.84 and 0.81 for VII, JOSIT and TEJOPI respectively. One research question and three hypotheses guided the conduct of the study. Data generated was analyzed using mean scores and standard deviation for the research question. Analysis of variance (ANOVA) was used for hypotheses one and two while Pearson Product Moment Correlation Coefficient was used to test hypothesis three. The findings revealed that teachers in government secondary schools in North-Central Nigeria were dissatisfied with their jobs as reflected in the sectional mean of 2.712. The findings further revealed that a significant relationship existed between occupational interests and job satisfaction but not with job performance. The findings further indicated that there was no significant relationship between jobs satisfaction and Job performance. The researcher recommended among other measures, that government as the major employer of labour should ensure periodic improvements in the working conditions of teachers to enhance their job satisfaction and boost productivity.    

Keywords: Job Performance, Job Satisfaction, North Central Nigeria., Relationship, Teachers, occupational interests

Influence of Covid-19 Pandemic on Teachers and Students’ Interaction in Basic Science in Junior Secondary Schools in Ekiti State, Nigeria (Published)

This study considered the impact of Covid -19 pandemic on Teachers’ and Students interaction in Basic Science Classrooms in junior secondary schools in Ekiti State. The research procedure involves descriptive research of survey type. Participants were 320 Basic Science students which were randomly selected across four Local Government areas in Ekiti State. Data were collected with the instruments titled Impact of Covd-19 pandemic on teachers’ classroom interaction (IC-19TCI) and Impact of Covid-19 pandemic on students’ classroom interaction (IC-19SCI). The reliability of the instruments was determined through Cronbach Alpha and this yielded a correlation coefficient of 0.78 and 0.75 for IC-19TCI and IC-19SCI, respectively at 0.05 level of significance.  Descriptive statistics such as frequency count, percentages, means, graphs and standard deviation were used to analyze the data. The results revealed that the impact of COVID-19 Pandemic on teachers’ interaction in the classroom was negative.

Citation: Adegbola F.F. (2023) Influence of Covid-19 Pandemic on Teachers and Students’ Interaction in Basic Science in Junior Secondary Schools in Ekiti State, Nigeria, British Journal of Education, Vol.11, Issue 4, 59-65

Keywords: Basic Science, COVID-19, Students, Teachers, interaction, pandemic

Teachers’ Perceptions on Quality Assurance Officers’ Classroom Observation in Improving Students’ Performance in Certificate of Secondary Educational Examination in Mwanga District (Published)

The research study focused on teachers’ perceptions on the classroom observation of Quality Assurance Officers in improving performance of Certificate of Secondary Educational Examination (CSEE) in Mwanga district. The study was anchored by expectancy theory by Lewin and Tolman in 1932. The study employed quantitative approach whereby cross-sectional survey design. the target population was 24 heads of schools, 412 teachers from 24 public secondary school in Mwanga district and 7 Quality Assurance Officers. Sample random and stratified sampling technics were used to get 5 Quality Assurance Officers, 8 heads of schools and 82 secondary school teachers to make a sample size of 95 participants. Validation of instruments was done by two research experts from MWECAU. Questionnaires were used to collect data from teachers and interview schedule to heads of schools and Quality Assurance Officers. The data were analyzed quantitatively using descriptive statistics. Before actual data analysis, a pilot study was conducted to establish the reliability of data through Cronbach Alpha (r=0.71 for teachers’ questionnaire data). The finding revealed that 3.083 mean percentage of teachers indicated that Quality Assurance Officers conduct their classroom observation role in assessing content delivery, teaching and learning methods, availability of teaching and learning documents, preparation of teaching documents for improving students’ performance in CSEE. However, it was indicated that various factors influenced teachers’ perceptions with most noticeable one of being past experiences of teachers to Quality Assurance Officers. The study concluded that 3.083 mean score of teachers in Mwanga district have positive perceptions on classroom observation by Assurance Officers. However, it was also concluded that some teachers still take Quality Assurance Officers as fault finding people due to factors like past experiences with school inspectors. The study recommended that conducting frequent school visit, using friendly, respectful communications with teachers will improved the perceptions of teachers. But also, Quality Assurance Officers should have a regular follow up mechanisms in order to ensure that their feedback report is implemented as expected

Keywords: Perception, Quality assurance office, Teachers, classroom observation

An Assessment of the Implementation of the Universal Basic Education (UBE) Programme in Delta State: Implication for Facilities and Infrastructure (Published)

This paper examined the level of implementation of the Universal Basic Education (UBE) program in Delta State of Nigeria. The study used a descriptive survey to assess the views of UBE teachers and staff on the successful implementation of the UBE Program in Delta State. The study population includes all UBE teachers and staff in the 25 Local Government Areas of Delta Province. The sample size was 240 teachers and 120 UBE staff. The tool used in data collection was a questionnaire. The tool was certified by testing experts and a reliability coefficient of 0.82 was obtained. Two research questions and two hypotheses were used. The research questions were analyzed using central points while the hypothetical hypotheses were analyzed using the chi-square table. The significance level was set at 0.05. The study revealed that the UBE Program was poorly implemented in Delta State and inadequate resources and infrastructure. It was recommended, among other things, that the State Government should provide all the resources and infrastructure required for the successful implementation of the UBE Program in Delta State, to be done.

Citation: Ossai A.G. (2022) An Assessment of the Implementation of the Universal Basic Education (UBE) Programme in Delta State: Implication for Facilities and Infrastructure, British Journal of Education, Vol.10., Issue 9, pp. 59-68

Keywords: Effective, Implementation, Program, Teachers, global basic education

Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State (Published)

Citation: Onajite, G. O. (2022) Teaching Strategies Employed By Teachers for Improving Students’ Learning in Business Education in Secondary Schools in Delta State, British Journal of Education, Vol.10, Issue 3, pp., 85-100

Abstract:This study investigated teaching strategies employed by teachers for improving students’ learning in Business Education in secondary schools in Delta State. Four research questions guided the study. The descriptive survey research design was employed in the study. Population of the study consisted of all the 2,100 teachers teaching business education subjects in the 448 secondary schools in Delta State. Sample size of the study comprised 630 business education teachers from 224 secondary schools in Delta State selected using stratified random sampling technique. A 40-item researchers’ self-developed questionnaire titled “Teaching Strategies employed by Teachers for Improving Student’s Learning in Business Education Questionnaire (TSTISLBEQ)” arranged into four clusters, and structured on 4-point scale. The research instrument was validated by three experts and reliability determined through a pilot test which yielded an internal consistency reliability value of 0.74. Data collected were analyzed using the mean score and standard deviation. The findings of this study revealed among others that the teachers mostly employed the direct teaching strategies. All the other teaching strategies like the experimental, material/visual aids, interactive and the independent teaching strategies were largely not employed by the teachers in teaching business education in secondary schools in Delta State. From the findings, recommendations were made which include and among them were that principals in the secondary schools should encourage and support the teachers to employ other direct teaching strategies such as seminars, individualized instruction method, peer tutoring, team teaching and sharing students into different reading groups for improving students’ learning in business education in secondary schools in Delta State.

Keywords: Business Education, Improving, Learning, Strategies., Students, Teachers, Teaching

A Qualitative Investigation of Further Education (Fe, U.K.) Teachers’ Appraisal of Emotions (Published)

Walifa Rasheed-Karim (2022) A Qualitative Investigation of Further Education (FE, U.K.) Teachers’ Appraisal of Emotions, British Journal of Education, Vol.10, Issue 3, pp. 42-72

Abstract: This paper reports that appraisal of emotions by further education (FE) teachers will enable the operationalisation of improving their wellbeing. The paper sets the context and methodological approaches for investigating the use of emotions by two, experienced FE teachers.  The research reported concludes that teachers experience emotions, and these may cause distress as well as engender positive emotions.  Stressors (leadership styles, job insecurity and policies) bring about experiences of emotions as well as thoughts of how to manage these.  Teachers varied in their use of emotions due to job roles- lead teacher opposed to a supply level teacher’s role and appraised situations because of role types.  Policy and leadership practices influenced the management of emotions for the teachers. Job design as well as how emotions are appraised in conditions such as job insecurity and leadership types should be further investigated across FE teachers’ level of experiences and age ranges.

Keywords: Emotions, Teachers, appraisal strategies, further education