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THE EFFECT
OF TEACHERS’ PUBLIC IMAGE ON TEACHERS’ PERFORMANCE IN PUBLIC SECONDARY SCHOOLS
ABSTRACT
The study
examined the effect of teachers’ public image on teachers’ performance in
public secondary schools in Odi-Olowo Local Government Area of Lagos State. In
this study, relevant and extensive literatures were reviewed under
sub-headings. The descriptive research survey was used in the assessment of the
opinions of the selected respondents with the adoption of the questionnaire and
the sampling technique. A total of 100 (One Hundred) respondents were selected
and used as samples for this study, the respondents were made up of (50 males
and 50 females). A total of four research questions and four null hypotheses
were generated and used in this study using the simple percentage count to
analyze the research questions and the Pearson Moment Correlation Coefficient
and the t-test statistical tools were used to test the null hypotheses at 0.05
level of significance. At the end of the data analyses, the following results
emerged: there is a significant effects of negative public image on teachers'
motivation to teach in the public secondary schools in Lagos State; there is a
significant effect of positive image on teachers' motivation to teach in the
public secondary schools in Lagos State. There is a significant
relationships between public image of
teachers and their general performance in secondary schools in Lagos State;
there is a significant gender difference in the teaching effectiveness among
teachers due to public image. Based on the findings of this study, the
following recommendations were made: It is recommended that teachers should be
regarded well in the Nigerian teaching profession and that for teachers to be
effective in the teaching and learning processes. It is also recommended that
teachers should not have negative dispositions towards their work in the
secondary schools in Lagos State. Teachers in Nigeria are generally regarded as
“second- class” professionals, and this has caused poor performance among
teachers in Nigerian secondary schools, especially in Lagos State. For this
reason, it is recommended that teachers should have positive dispositions and
positive image so that they would be able to carry out their works effectively
and to assist students performances in their academic activities in schools.
CHAPTER ONE
INTRODUCTION
Background
to the Study
In Nigeria,
in general terms, the image of the classroom teacher at all levels of the
Nigerian educational system is nothing to write home about. This means that the
average Nigerian teacher is seen as a “Mr or Mrs-nobody”. In terms of
recognition, the teacher is the last on the list. This is because, an average
Nigerian sees the teacher as a poor personality due to the fact that the
teacher's condition of serve is always on the low point. According to Ejiogu
(1998), the teacher is poorly and negligibly rewarded for the tedious job
he/she does to see that the Nigerian child is educated. Ejiogu (1998), went
ahead to opine that the normal statement in Nigeria today is that "the
teacher's reward is in heaven". This by extension means that the teacher
is negatively rewarded for the enormous work he/she carries out in the school
system in the country. According to Egiogu (1998), unless this negative
perception is changed, the Nigerian education system will continue to
degenerate and dwindle through the evidence that is shown in the poor academic
performance of the Nigerian student in the public examinations such as the
JAMB, the WAEC/GCE/NECO etc.
The Oxford
Advanced Learner's Dictionary (new edition) defined image as the
"impression a person, an organization or a product gives to the
public". It is also defined as a "mental picture or perception that
you have of what somebody or something is worth of or look like". In
consideration of the above definition of what an image is, it behaves to say
that a particular image is carved for the Nigerian teacher, and that image is a
negative one. Take for instance, a situation where the teacher is not
recognized as a professional among other professionals due to non-recognition
of the Nigeria Union of Teachers as a professional body. No wonder the teacher
in Nigeria is not paid attention to like every other professional body in
Nigeria such as the Nigeria Bar Association (NBA), the Nigeria Medical
Association (NMA), the Nigeria Union of Journalism (NUJ) etc. According to
Uzoma (2005), the negligence given to the Nigeria Union of Teachers and indeed,
teachers in general, calls for concern if our educational system is to work
well for our children and our children’s' children this unfortunate trend must
stop forth with.
In view of the
blatant and brazen negligence metted out to our teachers and the umbrella body
of teachers, the NUT students' academic achievement is greatly affected
negatively by different factors which concern the poor and negative public
image of the teacher in the country. For instance, for the fact that the
teacher is not well taken care of in terms of the low salary, poor fringe
benefits and lack of recognition by the employers, the Federal and State
governments. Ejiogu (1999) stated that, for our educational system to be
effectively and efficiently run, the Nigerian teacher must be recognized and
treated as other professionals in the country. According to Egiogu, if teachers
in Nigeria are well treated and recognized like others, the
teacher-negative-orientation syndrome and poor self-esteem among teachers will
be eradicated, and there will be improvement in the academic performance of the
Nigerian students. Nkemjika and Adeleke (2000), stated that teachers need to be
motivated for them to carry out their work effectively. According to them, when
a worker is motivated, the worker is given a boost to do more work because
he/she feels recognized and rewarded. Therefore, Nkemjika and Adeleke (2003)
are of the opinion that the careless treatment of teachers is the main cause of
fallen standards of education in Nigeria.
As Ayobanji (2007) puts it, generally, every
human being needs to be recognized and rewarded for effectiveness. But in the
case of the Nigerian teacher, despite that he/she does a great job of training and
educating the entire nation, and without him, every individual will wallow in
ignorance as a result of illiteracy, the government and the society rarely
accord him the respect he/she deserves. Rather than improving the teacher's
condition of service and making the teacher to work well for the benefit of
all, the teacher's condition is worsen as the years go by. The teacher is
poorly paid, negatively perceived, not given attention like others in the
society. For this reason, the teacher pays back the government and the society
through shabby treatment of the student and shallow carriage of his/her work.
The resultant effect of this is the flight of excellence in the school system
and the exit of high academic achievement among students in Nigeria in the recent
time.
The above
statements therefore, means that a teacher will feel unwanted and unloved by
the public if the public sees and treats him or her without respect and honour.
This will not make the teacher to give out more of his/her best. Equally, a
teacher that is usually looked down upon by the same people or government
he/she is serving, will not be able to give out his/her best no matter how good
or Godly he/she may be. Such a teacher(s) will feel unwanted and unrecognized,
the effect will be on his/her general productivity in the school system in the
country. It is important to mention here that teacher's public image had been a
matter of debate over time in Nigeria. While some see him (the teacher) as a
valuable service provider, others perceive him as a lazy folk with little or no
innovation and creativity to stand the test of time. But people forget to know
that when a teacher makes a mistake, the whole nation perishes (Adewale, 1990).
Generally,
in developing countries of which Nigeria is one, the public perception of
teachers has not been too encouraging when compared to the developed nations.
According to the recent Philadelphia and Kappa/Gallup Annual Poll (1993),
"Three of every four Americans say they have trust and confidence in the
men and women who teach children in the public schools". This is in
contrast to what is obtainable in Nigeria. Teachers are only accorded regard by
the public or society during the 1950s up to 1980s. During this periods, the
high sense of commitment has been attributed to three major facts which
include; the teachers' good social status, economic status, conducive work
environment etc (Achimugo, 2005). This shows that teachers at that time were
greatly honoured, dignified and highly respected by parents in particular and
society at large. No wonder that period witnessed the golden period of Nigerian
educational system. This is in sharp contrast to what is obtainable in present
day society. A society where teachers are seen or perceived as being helped as
against them helping the society by moulding the students or pupils placed in
their care. In present day society, it is almost becoming a taboo to be called
a "teacher".
According to
Hall and Langton (1990) in Lawal (2012), posited that events over the years
have shown that the status and perception of teachers by the society and the
teaching profession in Nigeria and many other countries, especially in Africa
have nose-dived. This low status and perception of teachers and the teaching
profession could be attributed to the fact that the social origins of teachers
and environment of teaching and learning are seriously improvised. (Kottler and
Stanley 2000).This therefore means that various segments of the society have
different perception of teachers. In a survey conducted among media houses,
teachers, parents and teaching assistants in England [Hargreaves et al (2006)]
found that while the majority of the governed public surveyed considered the
teaching profession to be quiet an attractive career due to largely to an
attractive salary package, the media's perception of teaching is more of a
profession deserving some sympathy. Even among the general public that viewed
teaching as an attractive career, a good number of them (32%) still regarded
teaching as unattractive. One wonders what a typical Nigerian perception of
teachers will be like. But for the presence of private schools, educational
infrastructure is nothing to write home about.
Public
schools infrastructure is dilapidated. Some states have aggressively tackled
this problem. Due to the neglect in infrastructure, the personnel needed to
carry out this function have also been neglected. This is the major reason why
most parents in Nigeria regard teaching as an unattractive profession such that
they (parents) will do everything to discourage their ward from becoming one.
Even students regard teaching as a low level career that can be categorized
under the blue collar job. The most painful is that students in colleges of
education who are more or less being prepared for teaching as a profession in
our various school level swiftly refute the slogan "Teacher". Then
one is tempted to ask "why take the offer of admission in a college of
education".
Statement of
the Problem
The negative
image portrayed by the public against the teaching profession and the Teachers
in general, cannot be overemphasized. This is because, the teacher is not
recognized, neither is he regarded as a great builder of the child
educationally. In Nigeria, in general terms, the image of the classroom teacher
at all levels of the Nigerian educational system is nothing to write home
about. This means that the average Nigerian teacher is seen as a Mr or Mrs-nobody.
An average
Nigerian sees the teacher as a poor personality due to the fact that the
teacher's condition of serve is always on the low point. According to Ejiogu
(1998), the teacher is poorly and negligibly rewarded for the tedious job
he/she does to see that the Nigerian child is educated. Ejiogu went ahead to
opine that the normal refrain in Nigeria today is that "the teacher's
reward is in heaven". This by extension, means that the teacher is
negatively rewarded for the enormous work he/she carries out in the school
system in the country. According to Egiogu (1999), unless this negative
perception is changed, the Nigerian education system will continue to
degenerate and dwindle through the evidence that is shown in the poor academic
performance of the Nigerian student (the product the teacher) in the public
examinations such as the JAMB, the WAEC/GCE/NECO etc.
The above
identified problems gave rise to the examination of the public image of
teachers in Lagos State in particular and Nigeria in general.
Purpose of
the Study
The main
purpose of this study is to examine the effect of public image on teachers'
motivation for executive performance in the public secondary schools in Lagos
State, Nigeria.
The specific
objectives of the study include the followings:
(1) To find
out if negative public image affects teachers' motivation to teach in the
public secondary schools in Lagos State.
(2) To
examine whether the positive image affects teachers' motivation to teach in the
public secondary schools in Lagos State.
(3) To
assess whether relationship exists between public image of teachers and their
general performance in secondary schools in Lagos State.
(4) To
investigate whether there is gender difference in the teaching effectiveness
among teachers due to public image.
Research
Questions
The
following research questions were raised in the study:
(1) To what extent does negative public image
of teachers’ affect teachers’ motivation to teach in the secondary schools in
Lagos State?
(2) To what extent does positive image of
teachers’ affect teachers’ motivation to teach in the secondary schools in
Lagos State?
(3) What relationship exists between public
image of teachers and their general performance in secondary schools in Lagos
State?
(4) To what extent will there be any gender
difference in the teaching effectiveness among teachers due to public image?
Research
Hypotheses
The
following research hypotheses were formulated in this study:
(1) There is
no influence effect of negative public image on teachers' motivation to teach
in the public secondary schools in Lagos State?
(2) There is
no effect of positive image on teachers' motivation to teach in the public
secondary schools in Lagos State?
(3) There is
no relationship between public image of teachers and their general performance
in secondary schools in Lagos State?
(4) There is
no relationship of gender differences in the teaching effectiveness among
teachers due to public image?
Significance
of the Study
In carrying
out this research, the major beneficiaries of this research work are :
Teachers: This study will be beneficial to the teachers
who will know through the findings and recommendations of this study,
appreciate the fact that public image affects their general performance in the
school system in Lagos State.
Students:
Students no doubt, will benefit from this study because it will enable them to
know how the performance of their teachers affects their overall achievement in
the school.
Government:
This research work will enable the government to know whether there is a
relationship between public image and academic achievement of the students.
This will make them starts addressing such problems instead of concentrating
their efforts on things such as; in-service training, manpower development etc.
It will also assist the government to quickly address those issues that
negatively put teachers in bad light.
Parents: The
immediate beneficiary of improved academic achievements is the parents of the
pupils or students. This study will enable the parent to either improve on
their relationship with teachers or change any negative imagination they have
about the teachers because motivated teachers translate to a motivated
student(s).
Society: The
society will be in the know about the role of public image on the performance
of secondary school teachers in Lagos State.
Scope of the
Study
This
research work examined the effect of public image on teachers' motivation to
teach in the public secondary schools in Odi-Olowo Local Government Area of
Lagos State, Nigeria.
Definition
of Terms
The
following definitions have been provided for better understanding of the terms
frequently used in this research project.
Academic
Achievement: This is a term used in describing the educational outcome for
which a child has passed through. It is usually measured by the grades obtained
by the students in continuous assignment test, internal and external
examinations.
Teacher:
This is a person whose job is undertaking the act of teaching especially in a
formal setting called a school. This is also a person who impacts knowledge,
skills to one another person or group of people.
Public: This
refers to people for which educational outcome affects. It refers to student,
parents and even the government.
Public
Image: This refers to the mental picture students have about the teachers. It
also refers to the perception of teachers and the teaching profession.
Developing
Countries: This refers to countries without a high technological penetration.
It also refers to countries for which a greater percentage of the people or
citizens live below the united nation organization's poverty line which is $2
per day.
Impoverished:
This refers to a state of being perpetually poor or tending towards poverty.
Educational
Infrastructure: This refers to facilities that aid learning. It is the
availability of materials facilities that aid or facilitate learning.
Attractive:
This means rewarding. It also means yielding positive result.
Personnel:
This refers to the manpower needed to carry on the learning process. It mostly
comprises of teachers, administrators, and school owners.
Public
school: This refers to educational institution that is owned, controlled and
managed by the government.
Private
School: This refers to educational institution that is owned, controlled and
managed by private individuals.
Concept of
Self: This refers to student's perception or feelings about themselves. It can
synonymously be referred to as the complexity of students
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