Workload As Correlate Of Teachers’ Job Effectiveness In Public Primary Schools In Ikom Education Zone of Cross River State, Nigeria
Main Article Content
Abstract
The purpose of this study was to investigate workload as correlate of teachers’ job effectiveness in public primary schools in Ikom Education Zone of Cross Rive State, Nigeria. To achieve the purpose of the study six hypotheses were formulated to guide it. Correlational research design was adopted for the study. This design was considered appropriate because it allows the researcher to describe the strength and direction of a relationship between variables. A total of four hundred and thirty-six (268) respondents’ was used for the study. The questionnaire was the instrument for data collection. The reliability estimate of the
instruments was established through cronbach Alpha reliability method. The reliability coefficient ranges from 0.75 to 0.89 which was high enough. Regression analysis, One-Way Analysis of Variance (ANOVA) and Independent t-test analysis were the statistical technique employed to test the hypotheses under study. Each hypothesis was tested at .05 level of significance. The result of the analysis revealed that, class size of students and administrative significantly predict teachers’ job effectiveness in public primary schools in Ikom Education Zone. Based on the findings, it was recommended that among others that government should build more classrooms and employ more qualified teaches so as to reduce students’ class population and reduce teachers’ work load. In this way, teachers’ work quality will be enhanced. Ministry of Education to reconsider pupil-teacher ratio and relook into the staffing pattern in primary schools. Primary school teachers need to specialize in a maximum of two subjects to enhance effective classroom teaching. School administrators should delegate noninstructional duties to non-teaching staff to improve teachers' instructional effectiveness.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All articles published in TJESDS are under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This license allows others to:
Share — copy and redistribute the material in any medium or format
Adapt — remix, transform, and build upon the material for any purpose, even commercially
Under the following terms:
Attribution — Proper credit must be given to the original author(s) and source, including a link to the license.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
For more information, visit: https://creativecommons.org/licenses/by/4.0
How to Cite
References
Abubakar, M. (2020). Class size and teacher performance in secondary schools in Northern Nigeria. Journal of Educational Research and Practice, 15(2), 134-145.
Abubakar, S. (2021). Effects of administrative burdens on teacher productivity in Kaduna State, Nigeria. Nigerian Journal of Educational Leadership, 15(1), 54-67.
Adams, J. (2017). Relationship between administrative workload and teacher performance in Nairobi, Kenya. African Journal of Education, 14(3), 42-59.
Adebayo, T. (2017). Class size and its effect on teachers' job performance in Nigerian primary schools. International Journal of Education and Development, 9(4), 112-124.
Adeyemi, T. O. (2014). Class size and the quality of teaching in Nigerian secondary schools. Journal of Educational Research, 17(3), 56-67.
Adjei, A. (2018). Class size and teacher effectiveness in basic schools in Ghana. Ghana Journal of Education, 23(1), 78-89.
Agyemang, P. (2020). Assessment practices and teacher job effectiveness in senior high schools in Tamale, Ghana. Ghana Journal of Educational Research, 17(1), 35-52.
Ajayi, K. (2020). Administrative workload and teaching effectiveness of secondary school teachers in Ekiti State, Nigeria. International Journal of Educational Research, 16(4), 112-125.
Akintunde, S. (2015). Impact of class size on secondary school teachers' effectiveness in Nigeria. Journal of Educational Leadership, 12(3), 90-103.
Akinyemi, F. (2016). Impact of administrative duties on teacher effectiveness in secondary schools in Oyo State, Nigeria. Journal of Educational Management, 12(2), 78-90.
Anane, E. (2016). Class size and teachers’ job performance in senior high schools in Ghana. West African Journal of Education, 8(2), 150-162.
Black, P., & Wiliam, D. (2019). Inside the black box: Raising standards through classroom assessment. GL Assessment
Blatchford, P., Bassett, P., & Brown, P. (2017). The effect of class size on the teaching of pupils aged 7–11 years. School Effectiveness and School Improvement, 22(2), 169-195.
Bullough, R. V., & Hall-Kenyon, K. M. (2018). The call to teach and teacher hopefulness. Teacher Development, 16(2), 207-227.
Ddungu, L. (2018). Evaluation as a predictor of academic staff participation in community service in universities in Uganda. Makerere Journal of Higher Education, 8(2), 3-19.
Dorji, S., & Wangchuk, S. (2022). Teacher’s workload and its efficacy in classroom teaching in primary schools under Punakha Dzongkhag. Acta Scientific Paediatrics, 5(4), 03-14.
Eze, C. (2016). The impact of class size on teachers' job effectiveness in Nigerian secondary schools. Journal of Educational Studies, 14(2), 204-217.
Fullan, M., & Langworthy, M. (2019). A Rich Seam: How New Pedagogies Find Deep Learning. Pearson.
Josiah, P. D., & Oluwatoyi, A. S. (2021). Teachers’ workload in relation to burnout and work performance. International Journal of Educational Policy Research and Review, 8 (2), 48-53. doi.org/ 10.15739/IJEPRR.21.007
Kamau, E. (2021). Administrative responsibilities and teacher effectiveness in Nyeri County, Kenya. Kenya Journal of Teacher Education, 18(3), 72-85.
Karani, T. (2019). The impact of administrative duties on teacher productivity in Nairobi, Kenya. Kenya Journal of Educational Studies, 7(2), 30-45.
Kyriacou, C. (2018). Teacher stress and burnout: An international review. Educational Review, 53(1), 37-46.
Mensah, K. (2018). Teaching hours and teachers’ job effectiveness in senior high schools in Accra, Ghana. Ghana Journal of Basic Education, 15(3), 52-66.
Mensah, P. (2016). The impact of class size on teacher effectiveness in junior high schools in Accra, Ghana. Ghana Educational Review, 11(3), 98-110.
Ndegwa, J. (2019). Class size and teacher performance in public secondary schools in Kiambu County, Kenya. Journal of African Education, 14(1), 45-59.
Nwafor, I. (2019). Administrative workload and teaching efficiency among secondary school teachers in Enugu State, Nigeria. Nigerian Journal of Teacher Education, 13(3), 76-89.
Obi, K. (2015). Relationship between administrative workload and teachers' job performance in Anambra State, Nigeria. Journal of Educational Management, 9(2), 67-80.
Odhiambo, K. (2021). Class size and teacher job performance in Kenyan primary schools. East African Journal of Education, 17(1), 67-79.
Ofori, D. (2018). How administrative tasks affect teachers' effectiveness in curriculum delivery in Cape Coast, Ghana. Journal of Educational Development in Africa, 14(2), 25-39.
Ofori, G. (2015). The effect of class size on teacher effectiveness in senior high schools in Ghana. Journal of Educational Management, 13(4), 101-115.
Okechukwu, N. (2014). Class size and teacher effectiveness in Nigerian secondary schools. Journal of Instructional Pedagogies, 10(3), 45-60.
Oluwatoyin, A. (2016). Impact of administrative tasks on teachers' job effectiveness in Lagos State, Nigeria. Lagos Journal of Educational Administration, 11(3), 88-101.
Otu, B. D., Ojini, R. A., Uchegbue, H. O., & Abang, K. B. (2023). Teachers’ gender and effective classroom management and teaching methods as a dimension for teaching effectiveness of mathematics teachers in Ikom Education Zone of Cross River State, Nigeria. Global Journal of Educational Research, 22 (2023), 25-36. DOI: https://dx.doi.org/10.4314/gjedr.v22i1.3
Owusu, A. (2017). The effects of class size on teachers' job performance in basic schools in Kumasi, Ghana. Ghana Journal of Education, 19(2), 88-100.
Owusu, B. (2020). Administrative responsibilities and job effectiveness of teachers in Kumasi, Ghana. Ghanaian Journal of Basic Education, 12(4), 44-58.
Rahman, M., & Avan, Y. R. (2016). Teaching workload and performance: an empirical analysis on selected private universities of Bangladesh.European Journal of Social Sciences Studies, 1 (1), 71-93
Stronge, J. H. (2018). Qualities of Effective Teachers. ASCD.
Wanjala, P. (2018). Class size and teacher effectiveness in public primary schools in Nairobi County, Kenya. Journal of Educational Research in Africa, 6(2), 77-89.
Wanjiku, L. (2019). Impact of administrative duties on teacher performance in Kiambu County, Kenya. East African Journal of Education, 8(1), 12-25.
Yusuf, I. (2015). The relationship between class size and teachers’ job effectiveness in Nigerian primary schools. Journal of Education and Social Research, 5(2), 123-134.
Yusuf, M. (2017). Administrative workload and teachers' instructional effectiveness in Kano State, Nigeria. Journal of Educational Supervision, 6(2), 33-47.
Zydziunaite, V., Kontrimiene, S., Ponomarenko, T., & Kaminskiene, L. (2020). Challenges in teacher leadership: workload, time allocation, and self-esteem. European Journal of Contemporary Education, 9 (4), 962-968