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SCHOOL CLIMATE AS PREDICTOR OF UPPER BASIC BUSINESS STUDIES TEACHER EFFECTIVENESS IN DELTA STATE SCHOOLS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 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:
This study aims to investigate the relationship between school climate and the effectiveness of upper basic business studies teachers in Delta State schools. The school climate refers to the overall quality and character of the school environment, including factors such as the relationships between teachers and students, the physical conditions of the school, and the social and emotional atmosphere.
The effectiveness of teachers is a crucial aspect of the educational process, as it directly influences student learning outcomes and overall school performance. Understanding the factors that contribute to teacher effectiveness is essential for promoting high-quality education.
The research methodology involves the collection of data from a sample of upper basic business studies teachers in Delta State schools. The data will be gathered using standardized instruments to measure both school climate and teacher effectiveness. Statistical analysis, such as correlation and regression analysis, will be conducted to determine the relationship between school climate and teacher effectiveness.
The findings of this study are expected to provide valuable insights into the importance of school climate in enhancing the effectiveness of upper basic business studies teachers. Positive school climates, characterized by supportive relationships, a conducive learning environment, and strong social-emotional support, are hypothesized to positively impact teacher effectiveness. Conversely, negative school climates, marked by poor teacher-student relationships, inadequate resources, and low morale, may hinder teacher effectiveness.
The implications of this study can inform educational policymakers, school administrators, and teachers in Delta State schools about the significance of creating and maintaining a positive school climate. By fostering a conducive and supportive environment, schools can enhance teacher effectiveness and ultimately improve student learning outcomes.
Keywords: school climate, teacher effectiveness, upper basic business studies, Delta State schools, educational quality
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