Role Perceptions and Role Expectations of Selected Secondary School Teachers in Ondo State of Nigeria

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dc.contributor.authorKupolati, O.C
dc.date.accessioned2018-09-20T11:15:24Z
dc.date.available2018-09-20T11:15:24Z
dc.date.issued1983-06
dc.descriptionFull Text Attacheden_US
dc.description.abstractThis study was designed to investigate the teacher's role perception and the expectation of this role by the teacher and his reference groups in selected secondary schools in Ondo State. A Questionnaire called STRES probed respondents' expectations regarding instructional, social/civic, guidance/counselling, management and personality roles of the teacher. It was hypothesised that there would be no significant differences in teachers' role perceptions and the expectations of such roles by their role sets. The test-retest validity and reliability of the instrument statistically computed yielded coefficient of 0.0976. The study involved 1,625 participants comprising 586 teachers, forty principals, 800 students, 119 educational administrators and eighty parents/guardians - selected randomly from forty secondary schools in Ondo State of Nigeria. The result showed that there was a significant difference in the teachers' perception of their role and the expectation of such role by their reference groups. The teachers differed markedly on many of the items and there was variability and differences amongst the groups on the teachers' role expectation. The findings also revealed: (a) A significant difference between the role perception of teachers and expectation of principals; (b) A significant difference between the role perception of teachers and expectation of students; (c) A significant difference between the role perception of teachers and expectation of parents; (d) A significant difference between the role perception of teachers and the expectation of administrations; (e) A significant difference between the expectation of the role of Ondo State Secondary School teachers by the principals and the expectation of such role by the students; (f) A significant difference in the expectation of the role of Ondo State Secondary School teachers by the parents and the expectation of such role by the administrators; and (g) Partial relationships between the sample teachers' sex, marital status, professional qualifications, school size and school location and their role perceptions. Based on findings, discussions and conclusions, the ensuring implications and recommendations were made: 1. The need for a stronger link between teachers and their reference groups; 2. The necessity for workshops and seminars for school functionaries and reference groups on their different roles and the effective performances of such roles; 3. The desirability for a follow-up study in other sectors of the education system about the school functionaries, using additional variables, and in other states for corroborative purposes; and 4. The need to promote workshops among school personnel and their role referents on role conflict resolution towards greater achievement of school goals and purposes in Ondo State secondary schools.en_US
dc.description.sponsorshipUniversity of Lagosen_US
dc.identifier.citationKupolati, O.C (1983) Role Perceptions and Role Expectations of Selected Secondary School Teachers in Ondo State of Nigeria University of Lagos School of Postgraduate Studies Phd Thesis and Dissertation Abstracts 204ppen_US
dc.identifier.urihttp://ir.unilag.edu.ng:8080/xmlui/handle/123456789/3131
dc.language.isoenen_US
dc.publisherUniversity of Lagosen_US
dc.relation.ispartofseriesThesis and Dissertations;UL-341-EDA-83;
dc.subjectpersonalityen_US
dc.subjectPerceptionen_US
dc.titleRole Perceptions and Role Expectations of Selected Secondary School Teachers in Ondo State of Nigeriaen_US
dc.typeThesisen_US
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