High Turnover of Male Science Teachers Over Female Science Teachers in Public Secondary Schools in Ekiti State, Nigeria (Published)
This study sought to investigate the disparity in turnover rates between male and female science teachers in public secondary schools in Ekiti State, Nigeria, and examined differences in their conditions of service. Utilizing an ex-post facto research design, data were collected from 712 science teachers and 112 principals from a selection of 112 schools, drawn from a population of 2,950 science teachers and 205 principals. A specially designed inventory, “Science Teachers Turnover Inventory (STTI),” was employed for data collection. The study found a significant difference in turnover rates between male and female science teachers. The calculated t-value (t-cal) of 5.771 exceeded the critical t-value (t-table) of 1.96 at a 0.05 level of significance, leading to the rejection of the first null hypothesis. However, the analysis revealed no significant difference in the conditions of service for male and female science teachers. The t-cal (1.02) was less than the t-table (1.96) at a 0.05 level of significance, leading to the retention of the null hypothesis. The results indicate a need for policy changes to address the high turnover of male science teachers in Ekiti State’s public secondary schools, potentially impacting the quality of science education. Recommendations include encouraging male science teachers through special allowances and funding in-service training programs to improve their retention and professional development.
Keywords: Gender, Secondary School, high turnover, science teachers
Social Activities and Academic Self-Concept of Secondary School Students in Uyo Local Education Committee (Published)
The study examined the difference in academic self-concept of secondary school students based on social activities in Uyo Local Education Committee. Two purposes of the study, three research questions and three hypotheses were formulated and tested at .05 level of significance and at 373 degree of freedom. Descriptive survey design was adopted, while the population of the study comprised 6,083 Senior Secondary Two (SS2) students in the fifteen (15) public secondary schools in Uyo Local Government Area of Akwa Ibom State. A sample size of 375 Senior Secondary Two (SS2) students which represents 5 percent of the study population was selected for the study using Taro Yamane sampling formular. Systematic random sampling technique was used to select 7 public secondary schools for the study, while hat and draw method random sampling was used to select the sampled respondents from each of the sampled schools. A self-structured questionnaire titled “Social Activities and Students Academic Self-Concept Questionnaire (SASASQ)” was used for data collection. Mean and standard deviation was used to answer the research questions and independent t-test was used to test the research hypotheses. Findings of the study showed a significant difference in academic self-concept of secondary school students based on field trip activities and group study activities in Uyo Local Education Committee. Conclusion was drawn from the findings and the researchers recommended among other things, that teachers should always enlighten the students on the needfulness of forming study groups so that they can have a re-defined and purposeful academic self-concept for better achievement.
Keywords: Academic Self-Concept, Secondary School, Students, Uyo local education committee, social activities