Teachers' Participation in Decision Making, Teachers Effectiveness, and the Academic Performance of Secondary School Students in Two Nigerian States.

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dc.contributor.authorAdesua, A.
dc.date.accessioned2018-07-11T12:53:39Z
dc.date.available2018-07-11T12:53:39Z
dc.date.issued1982
dc.descriptionFull Text Attacheden_US
dc.description.abstractThis study sets out to determine the relationships between teachers' participation in decision making, their teaching effectiveness and the academic performance of their students. Eighteen secondary schools principals, 248 secondary school teachers, and 1,284 form four students in urban and non-urban locations in Ogun and Lagos States participated in the study. Five instruments were used in data collection from the subjects of this study. On the whole, no significant relationships were found between teachers' participation in decision making and teaching effectiveness, and between teachers' effectiveness and the academic performance of students. There were also no significant differences among teachers in respect of participation in decision making using their age, marital status and qualifications; as well as type (all-boys', all-girls' co-educational) and location (urban, nonurban; Ogun, Lagos) of schools as test factors. However, teachers' sex and teaching experience were significant predictors of their participation in decision making. There were no significant differences in the effectiveness of teachers in Ogun and Lagos States. The size of a school - (large or small), as well as the sex, age, marital status, qualifications and teaching experience of teachers were not significant predictors of teaching effectiveness. But type, location (urban, non-urban) of schools, the number of teachers per school were significantly related to teachers' effectiveness. The sex and age of student; and teachers' sex, marital status, and teaching experience were significantly related to the academic performance of students. However, the location of a school in Ogun or Lagos State in an urban or a non-urban area; and teachers' age and qualifications were not significant predictors of students' academic performance. The study has implications for the Nigerian educational system. These include the need for professional training of principals and others in authority in secondary schools, in school administration, and the equipping of schools with the facilities needed for effective teaching and learning. One should of course note that the non-significant differences found within the two states studied could be due to the similarities between those two contiguous states in terms of teachers' characteristics as well as the degree of urbanization attained in both statesen_US
dc.description.sponsorshipUniversity of Lagosen_US
dc.identifier.citationAdesua, A (1982) Teachers' Participation in Decision Making, Teachers Effectiveness, and the Academic Performance of Secondary School Students in Two Nigerian States. University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation Abstracts 167ppen_US
dc.identifier.urihttp://ir.unilag.edu.ng:8080/xmlui/handle/123456789/3005
dc.language.isoenen_US
dc.publisherUniversity of Lagosen_US
dc.subjectAcademic Performanceen_US
dc.subjectTeachers Effectivenessen_US
dc.subjectTeachers Participationen_US
dc.subjectRelationshipsen_US
dc.titleTeachers' Participation in Decision Making, Teachers Effectiveness, and the Academic Performance of Secondary School Students in Two Nigerian States.en_US
dc.typeThesisen_US
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