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• W2187130785 abstract "This study was set out to investigate Increased Teachers Effectiveness in Secondary Schools in Adamawa State. Guided by four research questions, ex-post facto survey design was used. The population of the study was 4,430. All 37 Secondary School Inspectors and 193 Principals participated in the study. Three hundred and twenty (320) teachers representing 10% were sampled for the study. All the 550 completed copies of questionnaire were returned. Data was collected through a 24 item questionnaire and was analyzed using means and grand means. The major findings was that teachers effectiveness has not increased in curriculum standards, lesson delivery and student involvement in secondary schools. Teacher’s effectiveness has increased in classroom management in the schools. Recommendations on how to increase teachers effectiveness were offered. Teachers at any level of education should be effective so that learners can benefit from the educational process. Increased effectiveness of teachers depends on two dimensions, teachers’ characteristics and students’ characteristics. The teachers’ characteristic for increased teachers’ effectiveness are concerned with professionalism, thinking/reasoning, expectations and leadership. Students’ characteristics for increased effectiveness on the other hand involves knowledge and skill, Aptitudes, Attitudes and Values. These characteristics are relatively stable traits that are related to and influence the way teachers practice their profession. Teachers are employed in schools usually for a period of several years. Students enroll in schools either based on established attendance zones or are enrolled in schools at the choice of their parents. As a consequence, neither teachers or students characteristics can bring increased teachers effectiveness in a relatively short period of time. However, the characteristic of both teachers and students are important to consider in examining and seeking to understand increased teacher’s effectiveness. Apart from teachers and students characteristics, other variables are clearly alterable for increased teacher effectiveness. Anderson (2004) asserted that changes in these three variables curriculum, classroom and teaching can be expected to result in increased or decreased teacher effectiveness. As a consequence, policies related to these variables are also quite likely to result in increased or decreased teacher effectiveness. Increased teacher effectiveness is improvement in classroom variables like Curriculum objectives, Classroom management, teaching and learning. These are certain concepts associated with increased teacher’s effectiveness. For example, student learning is believed to be directly influenced by the curriculum, the teaching, the classroom and student characteristic. Teacher characteristics are believed to influence student learning by virtue of their direct influence on the curriculum in" @default.
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• W2187130785 date "2012-01-01" @default.
• W2187130785 modified "2023-09-27" @default.
• W2187130785 title "ASSESSING INCREASED TEACHERS EFFECTIVENESS IN SECONDARY SCHOOL CLASSROOMS IN ADAMAWA STATE OF NIGERIA" @default.
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