Teacher Effectiveness Among Female Teachers In Primary And Secondary Schools In Southwestern Nigeria

TEACHER EFFECTIVENESS AMONG FEMALE TEACHERS IN PRIMARY AND SECONDARY SCHOOLS IN SOUTHWESTERN NIGERIA

Abstract 

This study determined the level of female teachers’ effectiveness in primary and secondary schools and specific factors related to the effectiveness of female teachers in southwestern Nigeria. The teacher effectiveness rating scale was used in gathering data on a sample of 2,400 female teachers in selected Nigerian primary and secondary schools. The analysis of data shows that a high percentage (78.3%) of the teachers were effective. More specifically, 81.4% of the primary school females teachers were effective, while 75.1% of the secondary school femalea teachers were effective. The difference in effectiveness was found to be statistically significant (t =4.93, p<0.05). Workload and multiple role performance were found to have a significant relationship with female teachers’ effectiveness (χ² =30.49, p<0.05 and χ² = 31.52, p<0.05 respectively), while schedule of duty and status at work had no significant relationship with females teachers’ effectiveness (χ² =21.37, p>0.05 and χ² = 15.49, p>0.05 respectively). Recommendations were made on improving the effectiveness of female teachers by assigning light teaching periods that would allow attention for other non-teaching duties, as well as development of skills and access to counseling interventions to ameliorate challenges that may affect their performance at work.

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