VALUES ORIENTATION AND TEACHERS' ATTITUDE TOWARDS TEACHING IN SECONDARY SCHOOLS IN CROSS RIVER STATE, NIGERIA: QUALITY ASSESSMENT IMPLICATIONS FOR SUSTAINABLE EDUCATIONAL DEVELOPMENT

Abstract

The study was on values orientation and teachers' attitude towards teaching in Secondary schools in Cross River State, Nigeria: Quality assessment implication for sustainable educational development. To guide the study, three research questions and here hypotheses were formulated to guide the study. The research design adopted for the study is the Ex-post factor design with a population of 71,659 teachers in Cross River State. The sampling technique that was adopted for this study was the stratified and simple random technique with a sample of 402 respondents drawn using Taro Yamane sample size determination. The research instrument for data collection was a questionnaire titled “Values Orientations and Teachers Attitude Towards Teaching Questionnaire (VOSATTQ)”. Validated by three test experts in Educational Psychology and Measurement and Evaluation the reliability was established with Cronbach alpha coefficient, which yielded a reliability coefficient which ranged from 0.70 to 0.87. Data analysis was conducted with descriptive (mean and standard deviation) and inferential statistics (simple and multiple linear regression analysis) and the findings revealed that there is a significant predict of moral values orientation, social values orientation and education values orientation significantly predict teachers’ attitude towards teaching. It was recommended among others that government should motivate teachers by providing them with quality incentives like good offices, extra pay packages, and regular promotions to boost their morale and attitude on the job. This will help them to have a stable mindset, especially for the students they teach.