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STAFF
INTERACTIVE CO-OPERATION AND EFFECTIVE TEAM BUILDING
ABSTRACT
The study
examined staff interactive co-operation and effective team building among
primary school teachers in selected secondary schools in Mainland Local
Government Area of Lagos. .The descriptive research survey was used in order to
assess the opinions of the selected respondents using the questionnaire and the
sampling techniques. A total of 100 (one hundred) respondents were selected
comprising of 50 males and 50 females to represent the entire population of the
study. Three null hypotheses were formulated and tested using the independent
t-test statistical tool at 0.05 level of significance. At the end of the
analyses, the following results emerged: there is a significant difference
between interaction and teachers’ work performance at the primary school
levels, there is a significant gender difference in teacher performance due to
interaction among teachers in the school, and there is a significant difference
between the work attitude of primary school teachers, who interacted and those
who did not.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
One of the
most common causes of organizational inefficiency is poor communication or
interaction among and or between staff and their leaders at the upper echelon.
Communication is an important factor in human relations, for without
interaction, meaningful relationships would be possible and without
relationships among people, communication will not be necessary. Chigodu
(1998), communication is the process of transmitting and imparting information
from a sender to a receiver. It is a process of transmitting meanings from
sender to receiver, for an effective communication to occur the receiver must
first get the information as intended by the sender.
According to
Uzor (1989), interaction in a system may be internal (that is within the
organization) or external (that is outside the organization). Different types
of interactions have been identified in various organizations such as oral or
verbal interactions, written communications grapevine and signs or symbols. In
any form of communications or interactions process, meanings are conveyed
through a medium as a memorandum, a telephone call, or a conversation between
two or more persons in the organization of an institution.
Meaningful
interaction between the leader (principal) and teachers, and or students, can
only occur through proper channels and medium of communication (Onyene, 2002).
She notes that performance and expectations are transmitted upwards while
suggestions flow downwards. That reports on teachers’ performances provide
information required for administrative decision-making related to promotion,
demotion, inservice programmes, transfers, rewards etc. That such report is
channeled to higher educational personnel who may be in the ministry of
education or schools’ board. Improvement, suggestion, resources and criticisms
may be transmitted downward from the headteacher or some other personnel in
school.
Thus, an
earlier perspective (Adeleke, 1994), asserted that generally, the purpose of
communication in the school is to afford the headheacher (principal or
headmaster/mistress) and the teachers or students the opportunity to discuss
the different aspects of the teaching or learning process and other business of
the school. Both educational personnel therefore need to decide on certain
arrangements or activities usually, initiates the interaction. This helps to
develop a clear understanding of their responsibilities to each other.
In this
regard relevant questions may be required on the why, when, what and how of the
leadership engagement. No wonder Onaderu (1990) insisted communication will be
necessary to set goals of students and the expectations of their academic
achievement.
School
transactions need to be communicated in verbal-oral and verbal-written forms.
Both the principal and the teacher need to talk to each other. The dialogue and
the teacher need to talk to each other. The dialogue between the school
personnel usually services to clear uncertainties or apprehensions which the
principal of headteacher may have. Dialoguing help to set the teacher at ease
and to create the friendly familiar atmosphere required for effective
instructional purposes in an institution (Anywnwu, 2000). For instance,
teachers in the school system need to co-operate with one another for effective
teaching/learning outcome; they need to adopt the intergroup relationship
whereby they rub minds on crucial and nutty issues concerning the teaching and
learning process.
Also, it has
been said by Onyene (2005) that teachers who work together have the habit of
guided practice. This, according to her, is a situation whereby teachers guide
themselves on certain teaching problems and prepare to answer questions in the
classroom. There should be teacher-teacher relationship if high productivity is
expected from the staff; and principal and teachers should relate and be
friendly if they will achieve great productivity in the school (Onyeji, 2001).
He observed that experienced teachers adopt the cooperative review, which
brings about the reviewing of important subject matters that will help them to
teach well in the school. This is a simple but very useful informal cooperative
teaching method called think-pair-share. It was developed to assist teachers to
assist the students in the classroom.
1.2 Statement of the Problem
Ineffective
team building at the primary school level by the school and unnecessary charged
atmosphere in the school environment are due to lack of staff interaction.
Schools where there are rancour, bad politics and segregation amongst the
entire rank and file of the workforce there would be inadequate love, mutual
understanding which may lead to inadequate principal-teachers relationship,
teacher – teacher relationship, teachers – students relationship which often
results to backwardness and stuntedness in the school.
Inadequate
interaction in the school amongst staff, can affect teachers’ work performance,
principals’ leadership roles and students’ academic achievement in the school,
and can adversely affect the school – community relationship. This study therefore
examines staff interaction co-operation and effectively team building at the
primary school level in Lagos State.
This study
therefore investigates staff interactive co-operation and effective team
building in Lagos State primary schools.
1.3 Purpose of the Study
The purposes
of this study are:
(i) to ascertain whether there is
effective interaction and co-operation among primary school teachers;
(ii) examine whether there is intergoup
relationship between the performance of teachers who interact cooperatively and
those who do not;
(iii) assess the extent to which interactive
cooperation of primary school teachers influence team building.
1.4 Research Questions
The
following research questions were raised for the conduct of this study:
(i) Is there any effective interaction
amongst primary school teacher?
(ii) Will mutual cooperation among teachers
at the primary school affect their work performance?
(iii) Will teacher – teacher relationship
affect their team building at the primary school level?
1.5 Research Hypothesis
The
following research hypotheses were formulated in this study thus:
(i) There will be no significant
influence of interaction on teachers’ work performance at the primary school
levels.
(ii) There will be no significant gender
difference in the interaction co-operation of teachers at the primary school
level.
(iii) There will be no significant difference
between the work attitude of primary school teachers, who interacted and those
who did not.
1.6 Significance of the Study
The study is
beneficial in many ways especially to the following individuals: Teachers will
capture the essence of interaction and co-operation through the findings and
recommendations of this study. It will help them to imbibe the culture of
communicating with others in the school for effective productivity and building
of good team work in school.
Parents
would be able to understand through this study that to interact and communicate
even amongst other teachers will bring about effective cooperation and mutual
understanding which will enable students to perform well in the school. This is
because if teachers corporate and interaction effectively, there will be good
team and by working well, their students’ academic performance will improve
tremendously.
The school
authority will know the deeper essence of creating a school atmosphere that
gives the teachers the opportunity to interact and co-operate work in order to
ensure team work in the school. His team work amongst teachers, teachers’
morals would be boosted for effective work on productivity in the schools.
Government
will through this study understand the importance teachers’ interaction and
co-operation. Not only that, this study will help the government to be able to
know that good school climate will ensure teachers’ team work in the school.
1.7 Scope of the Study
The study
covers the investigation into staff interactive co-operation and effective team
building among primary school teachers in selected secondary schools in
Mainland Local Government Area of Lagos.
1.8 Definitions of Terms
Operational
terms were defined in this study as follows:
(i) Staff Cooperation: This refers to
the ability to communicate and relate with one another by staff in any
organization or institution. Staff cooperation among teachers brings about
healthy school environment and effective work performance.
(ii) Staff Interaction: This means
effective communication among members of staff in any given school environment
or setting. Interaction could be in form of friendliness or cordial
relationship that exists among staff (teachers).
(iii) Staff Intervention: This refers to
the mutual activities that exist in the school among teachers or staff. It is
the activities carried out in the school, in which staff assists themselves in
the process of teaching and learning.
(iv) Investigation: This means making a
research on something in order to find out the fact of the matter.
(v) Opportunity: This refers to a time,
juncture or condition of things favourable to an end or purpose, or admitting
being done or affected; occasion or chance.
(vi) Academic Performance: This refers to
level or rate at which students’ outcomes are measured in the school during a
particular school period in a particular subject or course of study.
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