CONDITIONS OF SERVICE AND TEACHING EFFECTIVENESS OF PRIMARY SCHOOL TEACHERS IN CROSS RIVER STATE, NIGERIA

Abstract

The research was carried out on conditions of service and teaching effectiveness of primary school teachers in Cross River State, Nigeria. Literature was reviewed based on the variables under study. Expost facto research design was used for the study. A multistage sampling techniques which comprised of the stratified, simple and purposive sampling techniques were used to 566 respondents to be used for the study. The instrument used for data collection is a researchers‟ validated instrument titled “Primary School Teachers‟ Conditions of Service and Teaching effectiveness (PSTCSPTEQ). The instrument comprised fifty (50) items which is made of three sections. Section A, B and C. Section A is on demographic data (gender and name of school), section B is a structured 30 questions with 6 questions each of teachers‟ conditions of service namely teachers‟ salary, staff development programmes, promotion strategies, retirements benefits and work time. Section C comprised 6 questions each for teachers teaching effectiveness in terms of lesson presentation, classroom management and classroom communication of the levels of teachers teaching effectiveness which summed to 18 questions. The result of the study shows that teachers‟ workload and promotion significantly predicts teachers‟ teaching effectiveness in primary schools in Cross River State, Nigeria. It was recommended among others that teachers should be offered professional and continuous training and development programmes to help them enhance their skills and efficiency in managing their workload effectively and they should be recognized and appreciated for their hard work and dedication through formal and informal means, thus fostering a positive work environment.