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SCHOOL
ORGANISATIONAL SUPPORT AND TEACHERS’ EFFECTIVENESS IN EDUCATION
ABSTRACT
This study
examined organisational support and teachers’ effectiveness in public secondary
schools in Education District VI, Lagos state. A number of related materials
both of empirical and theoretical importance were reviewed. Five research
questions and five research hypotheses were formulated to guide the study. The
study adopted descriptive survey research design and the population for this
study comprised all the teachers in public secondary schools in Education
District VI, Lagos State. Multi-stage (two stage) sampling procedure was used
to select 315 participants for the study. The researcher administered 315
copies of questionnaire with the help of three trained research assistants, but
300 copies of the questionnaire were returned and good for analysis. The
instrument used to gather information was questionnaire and the data were
analyzed using percentage, frequency count and Chi square statistical tools.
Some of the findings of the study are: career development, facilities,
incentives packages, participation in decision making and work design influence
teacher effectiveness. Based on this the study recommended among others:
Development of National Strategy on the education sector and empowering the
federal and state ministries to play to central role of coordinating all
government and non government organisational support services to the
educational sector in Nigeria.
CHAPTER ONE
INTRODUCTION
Background
to the Study
Organisations
either public or private are established to accomplish specific goals and
objectives. And for these goals and objectives to be achieved, the human
resource should be seen as one of the most crucial factors. For instance, in
school organizations, without the teachers (and the supporting staff) the
stated goals and objectives of education are as good as dead. Employees in
contemporary society are expressing a strong desire to pursue more than just a
job and these employees look out for the Organisational support that will be
provided by the school organization.
Organisational
support has proved beyond reasonable doubt that this is an important phenomenon
in organisational behaviour because it leads to positive results such as
employees’ effectiveness in the workplace (Baranik, Rolling & Eby, 2010).
Like the roots of a tree that support the whole tree, Organisational support
caters for all the employees in the organisation in terms of resources and
personal needs. Many authors (Ferris, Brown & Heller, 2009; Zagenczyk,
Scott, Gibney, Murrell & Thatcher, 2010; Baranik, Rolling & Eby, 2010)
have tried to define Organisational support in various ways. Organisational
support refers to the extent to which the organisation values their
contributions and cares about their wellbeing (Arshadi, 2011). Bilgin and
Demirer (2012) assert that Organisational support is about rewarding and
meeting the socio-emotional needs of employees.
According to
Olaleye (2014), Organisational support refers to the part of economic
environment of industry and business. It consists of authorities and organisations
whose decisions and active support in form of laws, regulation, financial and
non-financial help brings a lot of changes in the functioning of any business.
The organisations could be government owned, statutory, semi autonomous or
autonomous. It is the government or government supported organisations
authorized to take up certain activities - financing, marketing, project
preparation and employees’ training in order to promote industrial activities
in the state.
According to
Rhoades and Eisenberger (2012), employees perceive that the institution
supports them if resources are provided voluntarily rather than after pressure
from trade unions and government regulations on health and safety. Similarly,
Chiang and Hsieh (2012) assert that perceived Organisational support is the
belief that the employer cares about the needs of employees. It involves
mentorship activities such as employee counselling, providing workshops for
employees, developing the employees in terms of academic advancement, making
sure the teachers have adequate resources in the classroom, employee
protection, coaching employees, ensuring friendship among employees and role
modelling (Baranik, Roling & Eby, 2010).
However,
research by Cloete (2011) shows that, owing to difficulties with policy issues
of equity, efficiency, democratic participation, development and massification
of higher education against declining resources, teachers and other employees
tend to feel that their needs are not sufficiently catered for. This has
recently resulted in numerous strikes by teachers at various organisations of
higher learning in most countries in the world.
Given that
higher education is now acknowledged as a major driver of the
information-knowledge system (Cloete, 2011), educational organisations are
urged to support teachers and other employees by creating career opportunities
through various professional development initiatives and providing time for
such activities (Amin, 2013). As Bilgin and Demirer (2012) reported, the
components of perceived Organisational support include training, adequate
instructional facilities, autonomy, job security, job safety, recognition, pay,
promotion, fairness, and work conditions. Organisational support
(organisational support) has proved beyond reasonable doubt that this is an
important phenomenon in organisational behaviour because it leads to positive
results in the workplace. The ever-increasing importance of Organisational
support to teachers cannot be over-emphasised. In particular, Organisational
support has been used to enhance teachers’ effectiveness.
Teachers’
effectiveness are teachers’ actions that are relevant to the goals and
objectives of school organization. Similarly, Ali and Ahmed (2009) sees
teachers’ effectiveness as a teacher’s behavior demonstrated or something done
by the teacher for achievement of the school goals and objectives and it is
assessed through operational performance outcome and the quality of services
rendered by teachers in and out of classroom. Therefore, it can be concluded
that teaching effectiveness is an output that is obtained due to the efforts of
the school teachers.
School
managers can influence cohorts and performance of teachers indirectly through
creating an environment in which teachers can work effectively; developing a
suitable philosophy that helps teachers shape their commitment towards school
organizational goals, and articulating strategy (Alkhaliel, 2013). Blanchard
and Witts (2009) argue that when school organisations fail to take the time to
actively recognize and reward good performance, the desire for the job weakens
with every unrecognized triumph.
Teachers’
effectiveness feedback motivates the employees’ desire to do well. Agarwal
(2008) asserts that when teachers are involved in making decisions and participate
in the execution of transformations that affect them, they implement
transformations faster with higher performance compared to teachers who are
only informed of the transformation. Similarly, Across (2005) contends that
teachers do not perform well in conditions where autonomy is not guaranteed,
particularly when teachers have gained adequate skills for working
independently.
Statement of
the Problem
Teachers are
the key drivers of the prosperity and success of any educational institution
and attainment of educational goals and objectives. When teachers are employed,
they will have a set of needs, wishes and previous experiences which make up
for total job expectations. Educational institution’s reactions and responses
to these needs will produce negative or positive attitude among personnel
toward their job.
In view of
the current poor state of Nigerian education, this study sought to identify the
Organisational supports that influence teaching effectiveness. In doing this an
attempt was made to establish relationships between selected Organisational
supports and secondary school teachers’ effectiveness.
The choice
of these Organisational supports is based on the fact that Nigerian secondary
education is threatened with adverse economic conditions and unhealthy
intellectual environment, that the fundamental effectiveness of the
organisations to produce competent, skilled and employable graduates is in doubt.
The thrust of this study is to ensure that secondary education in Nigeria is
restructured to be able to meet the challenges posed by the demands of the 21st
century and beyond and to be able to fulfill its mandate of producing skilled
manpower for national development.
For the
purpose of this study, the researcher investigates the influence of
Organisational support (in terms of career development, facilities, incentives
packages, participation in decision making and work design) on teachers’ effectiveness
in public secondary schools in Education District VI of Lagos state.
Purpose of
the Study
The major
purpose of this study was to examine organisational support and teachers’
effectiveness in public secondary schools in Education District VI, Lagos
state. Specifically, the study aimed:
1. To examine the influence of career
development on teachers’ effectiveness.
2. To investigate the extent to which
incentive packages influence teachers’ effectiveness.
3. To examine the influence work design on
teachers’ effectiveness.
4. To determine the extent to which
facilities influence teachers’ effectiveness.
5. To ascertain if participation in decision
making influence teachers’ effectiveness.
Research
Question
The
following research questions are raised to guide the study:
1. What is the influence of career
development on teachers’ effectiveness?
2. To what extent do incentive packages
influence teachers’ effectiveness?
3. How does work design influences teachers’
effectiveness?
4. What is the extent of influence of
facilities on teachers’ effectiveness?
5. What is the influence of participation in
decision making on teachers’ effectiveness?
Research
Hypotheses
The
following hypotheses were formulated to guide the study:
1. there is no significant influence of
career development on teachers’ effectiveness?
2. there is no significant influence of
incentive packages on teachers’ effectiveness.
3. Work design does not significantly
influence teacher’s effectiveness.
4. there is no significant influence of
facilities on teacher’s effectiveness.
5. there is no significant influence of
participation in decision making on teachers’ effectiveness.
Significance
of the Study
The findings
of this study contribute to the general knowledge on Organisational support and
teachers’ effectiveness in public secondary schools. The findings also
contributed to information that can be used in organizing seminars and workshop
on the improvement of Organisational support components which will help to
improve medium of instruction for all subjects and, also help in the long run
of effective school system.
Information
from the study will improve appreciation by policy makers where it will help in
formulation of Human Resource Policies based on Organisational support
programmes in relation to human capital development for education and
performance management. The study serves as a source of information to policy
makers as secondary education are envisioned to play a key role in the
realization of educational goals and objectives. The findings of the study shed
light on how secondary education could enhanced performance through empowering
their human resource, having proper strategies and enabling structures,
transformational leadership and creating an enabling work environment.
The findings
of the study have also extended knowledge and opened new frontiers in the field
of education. It will also add to the increasing body of theoretical knowledge
in Educational Management. The findings will enhance replication of similar
studies in different context and thus fostering comparative studies. The study
has also provided a basis of future research.
Scope and
Delimitation of the Study
The scope of
the study focused mainly on organisational support and teachers’ effectiveness.
It covers all the teachers of public secondary schools in Education District VI
of Lagos state. The study focused on the following variables: career
development, facilities, incentives packages, participation in decision making
and work design.
Operational
Definitions of Key Terms
The
operational definitions of terms of the study are:
Career
development: This is a training that takes place in the school for class
teachers in order for the teachers to be acquinted with up to date teaching
methods. Usually, a professional trainer serves as the course instructor using
hands-on training often supported by formal classroom training.
Decision-making:
It is taken in this work to mean behaviour that is exhibited in selecting the
best course of action among several alternatives by the school manager by
carrying along the school teachers.
Facilities:
These are print and non-print items that are designed to impart information
into students in the educational process. Instructional materials include items
such as kits, textbooks, magazines, newspapers, pictures, recordings, slides,
transparencies, videos, video discs, workbooks, and electronic media including
but not limited to music, movies, radio, software, CD-ROMs, and online
services.
Incentives
packages: It is the benefit that arises or given to teachers from performing a
task, rendering a service or discharging a responsibility.
Teacher’s
effectiveness: This is a school work related activity expected of a teacher on
how well the activity was carried out in a secondary school. This is a variety
of different aspects of teaching such as; subject mastery, effective
communication, lesson preparation and presentation.
Work Design:
This is a new and innovative method of work arrangement. This method lets 2 or
3 people share a 40-hour working week (full-time) between them. For instance
one of them works 8 a.m.-12 noon and the other works 1p.m. -5 p.m. or each
person works on specific day's full time.
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