The study investigated the achievement of Abraham Maslow's need hierarchy theory among secondary school teachers in Rivers State. A 25-item questionnaire was designed, validated and administered on a sample of 500 teachers drawn from 245 secondary schools in Rivers State. The result revealed that secondary school teachers indicated insignificant level achievement of lower and higher order needs of Abraham Maslow's need theory which reflected in their low level of achievement of hunger, shelter, security, belongingness, friendship and affection needs; as well as poor achievement of self respect, recognition, self actualization and potential self development. The effect of this on teacher motivation is the declining quality of teaching and learning, and unethical practices to 'make ends meet' among teachers. It is recommended that teachers' remunerations be kept at par with those of their counterparts in other professions. Above all, government must muster the will power to upgrade existing facilities and work conditions in the secondary school system; this will engender greater commitment and productivity of teachers.
Modern education the world over now envisions achievement of science and technological advancement for economic growth and poverty reduction. The imperative is for teachers to deliver instruction in vocational skills, attitudes, understanding and knowledge related to occupations in various sectors of the Nigerian economic and social life. If we believe that the quality of an educational system is a correlate of teacher quality then, logically, the teacher should be the first to acquire this vocational identity and orientation to be able to transmit the same to students. Today, schools have 'talk-and-chalk' teachers teaching vocation education students with traditional skills -dictate long notes, memorize books, drill and indoctrinate skills rather than skills that reduce classroom experiences to real world situations. This means teaching without teachers and represents a fundamental missing link. A paradigm shift is required. Therefore, it is recommended that teacher training (production) programmes (in terms of curricula, content, pedagogy and funding) be reformed to produce sharp and appropriate teacher response to this new concept of education.
This paper takes a historical view of university autonomy and academic freedom in Nigeria from the 1960s to the present. It is the view of this paper that academic freedom and university autonomy have not fared well in Nigeria and this is one of the reasons the universities have not been contributing properly to national development.
This paper examines teacher job satisfaction for secondary school effectiveness. It was a descriptive survey. A sample of 512 teachers emerged from a population of 1280 representing 40% of the entire population. A 2-part, 15-item, 4-point scale instrument was used to generate data for answering 3 research questions. The instrument was validated by a team of experts in the Department of Educational Management, University of Port Harcourt, Nigeria; and a reliability value of 0.83 established. The researchers distributed and retrieved the instrument. Mean was used to answer the research question. The findings included among others that the classrooms are well ventilated and concluded that inadequate classroom environment and school facilities produced negative teacher job satisfaction and recommended among others that school laboratory should be well equipped to make science teaching more practical and promote effective teacher job satisfaction.
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