FACTORS AFFECTING TEACHERS’ QUALITY PRACTICES IN GOVERNMENT SECONDARY SCHOOLS IN AWKA EDUCATION ZONE, ANAMBRA STATE, NIGERIA

FACTORS AFFECTING TEACHERS' QUALITY PRACTICES IN GOVERNMENT SECONDARY SCHOOLS IN AWKA EDUCATION ZONE, ANAMBRA STATE, NIGERIA 

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Inroduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

Abstract:
Quality education is essential for the holistic development of students, and teachers play a crucial role in ensuring the delivery of high-quality education. This study aims to identify and examine the factors that affect teachers' quality practices in government secondary schools in the Awka Education Zone of Anambra State, Nigeria.

The research employed a mixed-methods approach, combining qualitative and quantitative data collection methods. The study involved a sample of teachers from government secondary schools in the Awka Education Zone. Data were collected through surveys, interviews, and classroom observations to gain comprehensive insights into the factors influencing teachers' quality practices.

The findings revealed several factors that affect teachers' quality practices in government secondary schools. Firstly, inadequate teacher training and professional development opportunities were identified as significant barriers to effective teaching practices. The lack of updated knowledge and skills hindered teachers from adopting innovative pedagogical approaches and incorporating modern teaching techniques in the classroom.

Secondly, the study highlighted the influence of limited instructional resources and infrastructure. Insufficient teaching materials, overcrowded classrooms, and inadequate facilities hampered the teachers' ability to create conducive learning environments and deliver quality instruction.

Furthermore, the study identified administrative issues, such as heavy workloads, lack of administrative support, and bureaucratic processes, as factors impacting teachers' quality practices. These challenges affected the teachers' motivation, job satisfaction, and overall commitment to delivering quality education.

Lastly, societal and cultural factors emerged as important considerations. The study found that social and cultural norms, community expectations, and parental involvement influenced teachers' practices in the classroom. These factors influenced the teachers' instructional choices, classroom management strategies, and interactions with students.

Based on the findings, the study recommends several measures to enhance teachers' quality practices in government secondary schools. These include providing comprehensive and continuous professional development programs, improving infrastructure and resource allocation, reducing administrative burden, and promoting collaboration between teachers, school administrators, parents, and the wider community.

Addressing the identified factors can contribute to a positive teaching and learning environment, ultimately improving the quality of education in government secondary schools in the Awka Education Zone, Anambra State, Nigeria.

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