Perceived potential of motivational strategies operating in school to impact teacher effectiveness, by teachers in public secondary schools in Ondo State, Nigeria

Ige, A

doi:10.1080/03055698.2017.1382326

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…The study seeks to contribute to closing the observed gaps in the teacher practice and effectiveness literature. As explained in the motivation section above, literature search and review (Adu et al 2015;Ige, 2017) indicate an extant gap in the body of literature on qualitative research with regards to the lived experiences of effective teachers in the classroom and factors that contribute to shaping their classroom behaviours in large, private, government approved and long-standing educational institutions in Nigeria. It also contributes to the addressing of the observed deficiency in the existing knowledge on personal attributes of effective teachers.…”

Section: Significance Of the Studymentioning

confidence: 99%

Perception of Teacher Effectiveness and Its Role in Optimising Students’ Learning in Five Primary Schools in Lagos State

Nwani¹

2021

EDULEARN Proceedings

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This study examines the perception of teacher effectiveness and its role in optimising students' learning in five private primary schools in Lagos State. It aims to understand the lived experiences and dispositions of teachers who have been defined as effective in the context of their schools and the wider Nigerian context and what they articulate are the factors that promote their effectiveness. Two research questions were addressed. First, how do effective teachers in private primary schools in Lagos State understand and describe their effective teaching and learning practices? Secondly, what are the personal qualities these effective teachers possess? A theoretical framework derived from a synthesis of three existing theories was employed. They are the Dynamic Model of Educational Effectiveness (DMEE), Constructivism, and the Virtue Ethics Theory (VET). DMEE and constructivism were used as a framework in answering the first research question. They were supplemented with VET in order to gain insight into the dispositions behind teacher effectiveness, which answers the second research question.This study was conducted as a multiple case study of five primary schools with five teachers selected from each school. Data were collected through interviews and unstructured observation and were then thematically analysed.The findings from this study revealed teachers' practices and personal qualities that are integral for effective teaching and students' learning optimisation. They include: a. Professional Knowledge b. Instructional Planning c. Differentiated Instruction d.Formative Assessment e. Care and f. Practical Wisdom. The study recommends that Pedagogical Content Knowledge should be encouraged in teachers' practice. Furthermore, professional development in the use of success criteria and FormativeAssessment should be given more attention, as this is key to teacher effectiveness.Finally, Teacher Autonomy is essential for the development of Practical wisdom (Phronesis).

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Section: Significance Of the Studymentioning

confidence: 99%

Perception of Teacher Effectiveness and Its Role in Optimising Students’ Learning in Five Primary Schools in Lagos State

Nwani¹

2021

EDULEARN Proceedings

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“…and M.Ed (Federal Ministry of Education, 2016). Arinde (2010) and Ige (2017) affirmed that quality and effective learning depends solely on retention, recruitment, and selection of teachers needed to increase the level of performance and the quality of education.…”

Section: Introductionmentioning

confidence: 99%

Developing and Validating Model of Teacher Quality Using Structural Equation Modeling (Sem) Technique

WARRAH¹,

Bing²,

Yusof³

2018

MOJEM

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The main objective of this study is to establish Teacher Quality model (TQM). The study also aimed to identify the relationships between teacher quality (TQ) and students' academic performance (SAP). Furthermore, the study also seeks to verify the relationships among TQ dimensions. Structural Equation Modeling was used to test the model. A total of 450 teachers from secondary schools in Kwara state, Nigeria completed the survey. The analysis yielded four dimensions for Teacher Quality, namely Teacher Knowledge; Communication Skills; Teacher Commitment and Classroom Management for the improvement of the students' academic performance. The findings show that TQ model will be of benefits to teachers in schools on how these skills can be used to improve students' academic performance. The result of the study also reveals that TQ dimensions were significant at increasing SAP. As the findings confirmed that the Teacher Quality (TQ) matters in determining students' academic performance (SAP) it is a sine qua non (condition) for school teachers to abreast themselves with the requisite qualities the teaching requires to improve students' academic performance which in turn increase the quality of education. The fits for the model were significant at >0.9. Also, TQ has a role to play in the school system for the realization of educational objectives. The findings encourage the school principal to establish development programme that will impacted positively on teachers' development for the benefits of the students so that their academic performance would be achievable.

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Perceived potential of motivational strategies operating in school to impact teacher effectiveness, by teachers in public secondary schools in Ondo State, Nigeria

Cited by 2 publications

References 7 publications

Perception of Teacher Effectiveness and Its Role in Optimising Students’ Learning in Five Primary Schools in Lagos State

Perception of Teacher Effectiveness and Its Role in Optimising Students’ Learning in Five Primary Schools in Lagos State

Developing and Validating Model of Teacher Quality Using Structural Equation Modeling (Sem) Technique

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