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UNIVERSITY OF IBADAN LIBRARY
INTERNATIONAL JOURNAL
OF DISTANCE EDUCATION
(IJODE)
VOLUME 4
, ,-" '1' \"'1 - ~,~.
I
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I
UNIVERSITY OF IBADAN LIBRARY
INTERNATIONAL JOURNAL OF DISTANCE
EDUCATION (IJODE)
EDITORIAL BOARD
Professor C.B.V. Uwakwe - Editor-In-Chief
Professor M.B.W. Avoseh,
School of Education
University of South Dakota, United State of America
Dr. O. A. Okwilagwe
Dr. R. O. Aderinoye
Prof. A. E. Aiyelari
Prof. Wale Morohunkola
Dr. Duro Adeleke
Dr. J. O. Osiki
Dr. A.O. U. Onuka- Coordinating Editor
Submission of Papers
Papers of Consideration for possible publication in the journal should
be submitted, in three hard copiues and a floppy diskette in MS Version,
to either the Editor- In-Chief: .
Professor C.B':U; Nwakwe
Department of Guidance and Counselling
-University of Ibadan,
Ibadan, Nigeria.
e-mail: uwakweebudr@googlemail.comorcharles.uwakwe@mail.ui.edu.ng
OR
Coordinating Editor
Dr. Adams O.U. Onuka
Institute of Education
University of Ibadan
Ibadan, Nigeria.
E-mail: adamounka@yhoo.comorao.onuka@mail.ui.edu.ng
..
11
UNIVERSITY OF IBADAN LIBRARY
INTERNATIONAL JOURNAL OF DISTANCE
EDUCATION (IJODE)
Editorial Policy:
The Editorial Board adopts blind review policy. Only papers with at
least two favourite review reports are accepted for publication. Other
enquires on this policy should be directed to the Editor-In-Chief.
General Information and Notes to Contributors:
International Journal of Distance Education (IJODE) is published once
ayear
This Journal adopts the American Psychological Association (APA)
writing style and referencing pattern. All contributors are therefore advised, '....
to follow the APA model in text citation, other monographs and end-of-
paper references.
All manuscripts thus submitted are referred to specialists in the authors'
field. Papers recommended for publication .as they are' or after minor
modifications are accepted for publications. However, papers with major
corrections are sent bact to their authors.
Manuscripts should be word processed, double-spaced, on only one
side of the A4 paper and should not be more than 17 pages including tables
and figures (as applicable) and references in all cases. Three hard copies and
a diskette in MS Word version 6.0 of each paper should be submitted. The
abstract on each paper should not be more than 200 words.
All correspondence and subscription should be addressed to:
Professor C.B.V. Uwakwe
Department of Guidance and Counselling,
University ofIbadan,
Ibadan, Nigeria,
e-mail: uwakwecbudr@googlemail.comorcharles.uwakwe@mail.ui.edu.ng
OR
Coordinating Editor
Dr. Adams O.U.Onuka,
Institute of Educati.on ~ lhh.:!~·.\ , d .~_,...-._'_. , . .~.. "
UniversityofIbadan,Ibadan,Nigetr@NNEJ~S\ \ 'i UC ii.oJ"""' ,," ~-~ .•••_=i
e-mail: adamOnUka@YahOo.comorao~@l.nail..ui.edU.l.lg: = = : __ :.: _ J
DATE .- - -- -''''''',...-w ,
111
UNIVERSITY OF IBADAN LIBRARY
Table of Contents
1. Managing the University of Education Winneba
Student Internship Programme: Options for
Mitigating Inherent Challenges
- Anthony Afful-broni & Patrick Reeks 1-14
2. An Assessment of the Dynamics of
Home-school Communication and Collaboration
in Public and Private Secondary Schools In Ibadan
Metropolis - Torubeli,A. Victor,
Ojukwu, Mark Onwuamaeze.Agbaje.A. Rachael
And Prof. Uwakwe, B. U.Charles 15-25
3. Evaluation of Students' Perception of the
Challenges, Prospects and Viability of Distance
Education in Nigeria -A. O.UOnuka 26-40
4. An Evaluation Of Stakeholders and Accounting
Teachers' Perception on Corporate Social and
Environmental Disclosure Practice in Nigeria.
- Uwuigbe Uwalomwa 41-50
5. The Effect of Family Background and Environmental
Factors on Academic Achieverrient of Secondary
School Students: A Study of Selected Secondary
School Students in Saki West Local GovernmentArea
- Fehintola, J. O. 51-64
6. The Role of Ethics Education in the
Accounting Profession: A Study of Selected
Universities in Nigeria-
Olatunji Olubukunola 'Ranti 65-72
7. The Effects of Information Communication
Technologies on The Moral Development
of Adolescents in Nigerian Secondary
v I
UNIVERSITY OF IBADAN LIBRARY
Schools. -Adesoji Oni (Ph.D) and
Lucy A. Udida (Ph.D) 73-86
8. Emotional Intelligence, Self-efficacy,
Psychological Well-being and Students'
Attitudes: Implications for Quality Education
- Dr. Samuel O.Salami 87-104
9. Songhai Farm: A Prototype for the
NigerianAgricultural Sector
-Arowolo.Olusola °(Ph.D) 105-113
10. Development and Validation of Teachers'
Evaluation of School EffectivenessScale
- J. GbengaAdewale (Ph.D) and
Stella I.Abiodun 114-131
11. Cigarette Smoking Behaviour of the Youths:
Application of Covert Positive Reinforcement. -
Adeola Shobola (Ph.D) 132-146
12. Differential Perception of Basic Education
Teacher Needs for Curriculum Implementation. -
Dr. D.O. K. Omole ·147-157
13. Path Analytical Investigation of Factors
Infl uencing Entrepreneurial Orientation
among Distance Learning Students in
University ofIbadan -
Hammed, T.Ayo (Ph.D) 158~185
VI
UNIVERSITY OF IBADAN LIBRARY
DEVELOPMENT AND VALIDATION OF
TEACHERS' EVALUATION OF SCHOOL
EFFECTIVENESS SCALE
J. Gbenga Adewale Ph.D.
and
Stella I. Abiodun
International Centre for Educational Evaluation,
Institute of Education,
Ibadan-Nigeria,
University of Ibadan.
ABSTRACT
The study on school effectiveness is relatively new inNigeria and there does
not seem to be any instrument that can be termed "a school effectiveness
scale", therefore, the focus of this study developed and validated a school
effectiveness scale which was evaluated by teachers. The name of the scale
is Teachers' Evaluation of School Effectiveness Scale (TESES). The scale
was administered to secondary school teachers in thirty-six local
government areas in Pyo, Ogun and Ekiti States. The samples for this study
were selected using multistage random sampling method and 3000
teachers were selected. Four research questions were answered using
factor analysis method. Topurify the data, items whose factor loadings are
less than 0.30 were removed and items with more than 0.40 on 2 or more
factors were also removed. The overall instrument possesses high internal
consistency and adequate construct validity. A satisfactory seven factors
solution was found which reflected teachers' evaluation towards school
effectiveness. They are: school administration, school efficiency, students'
cognitive domain, inspectorate roles, societal. expectations, students'
empowerment and teachers' jobperformance. Teachers' job performance
has the highestfactor loading. The implications of thefin dings of the study
are discussed.
Keywords: Development, Validation, Teacher Evaluation, School
Effectiveness Scale
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J. Gbenga Adewale and Stella I. Abiodun
Introduction
The amount of research and creative thinking about school effectiveness
has greatly increased (Fuller, 1986 & Scheerens, 1992). Effective schooling
does more than simply laying out the existing knowledge, but presents an
original and creativity to that knowledge. There are indications that some
school related factors like location, school type and teacher-students ratio
influence schools effectiveness. For example, Fuller (1986) investigates
the possible influence of school location on school effectiveness. He found
that positive relationship exists between the school location and the school
effectiveness. Furthermore, schools are making tangible effort to be sure
that things are working well in order to achieve maximum results. These
include the determination of schools to achieve better results, maximization
of actual net learning time and structured teaching. The school principals,
vice principals and members of teaching staff hold staffmeetings regularly
and make concrete decisions on how to make school effective. The
discussions include regular attendance in school by the teachers and
students, proper record (like diaries, registers and writing of lesson notes)
keeping as at when due.
-r-, In education, the term "effective" is often associated with the quality of
education. Corcoran (1985) gives, a broadened meaning to school
effectiveness by speaking of the general goodness of a school. School
effectiveness can be defined as a turnover or transformation of inputs to
outputs. The inputs of a school system include pupils with certain given
characteristics, financial and material aids. Output includes pupils'
attainment at the end of schooling. The transformation process within a
school involves the instructional method, curriculum choices and
organisation pre conditions that make it possible for pupils to acquire
knowledge. Effectiveness is the extent to which the desired output is
. achieved. The effectiveness of a school can be measured by the number of ·
students who successfully pass their school leaving certificate examination
(Windham 1988). School effectiveness can also be defined as the measure
of the number of pupils who successfully pass their school leaving
examination at the end of any school year or pass at the international
examinations. Ralph and Fenessey (1983) say that school effectiveness
should demonstrate consistently high achievement over subject-matter
areas (e.g. reading and arithmetic). Bosker, (1991) describes school
effectiveness as the consistency of achievement level across classrooms,
classes and subjects. Scheercns (1992) says school effectiveness is seen as
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International of Distance Education (Vol. 4. 2009)
both an intriguing area of academic study and an important source of
inspiration for improving educational practice. Mortimore, Sammons,
Stoll, Lewis and Ecob (1988) state that an effective school is one in which
pupils progress further than might be expected from its intake. Mortimore et
al (1988) gave three notions on school effectiveness. He says.
(i) a school can be effective even ifits intake is highly disadvantaged;
* you can guarantee progress for every pupil even in an effective school.
* effectiveness is not the same as efficiency or simple value for money.
American researches in the 1960, concluded that home background factors
had far more effect on students' development than anything that schools
could do. Later, British researchers in 1990s concluded that effective
schools showed some common features:
High intellectual expectations of pupils
A professional attitude towards teaching
The use of rewards rather than punishments
Emphasis on pupils involvement.
The trend of school effectiveness to date in Nigeria can be said to be at low
level in the sense that teachers are not well motivated and this explains why
their output is considered low as it has been observed that there was no
effective teaching and supervision of the' students (Adewale 2002). In most
cases, where' Parent Teacher Association (PTA) is supposed to promote
school effectiveness, alas, reverse is the case because it is these parents that
will ask the teachers not to discipline their children or wards. And if a
teacher should do so, such a teacher is either toying with his/her job or
paving way for public embarrassment from the students or from students'
parents. Omolewa (1998) illustrates situations where students were caught
harassing teachers for correcting them, while some were caught slapping
their teacher, and an ugly situation which is not supposed to be mentioned'
when a students stripped his mistress naked for punishing him. In a
nutshell, the school effectiveness to date is under serious attack because of
the following: poor students' study habits, level of unseriousness among the
students, teachers' absenteeism from class. Absenteeism of students from
school is very rampant and it appears that the school authority does nothing
to correct this abnormality, and as a result, it promotes truancy and leads to
some deviant behaviours.
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1. Gbenga Adewale and Stella I. Abiodun
It is very possible that specific cultural aspects of school effectiveness exist.
There are evidently problems of reliability, validity and biases against the
instruments used in Nigeria since they were developed in different cultural
backgrounds. A related problem is the assumption that test scores derived
from different cultures are comparable, such a level of equivalence is very
hard to establish and involves first demonstrating conceptual, construct,
operational and item equivalence. Apart from some researchers that
worked on effective school, Stoel (1980) under Dutch schooling
effectiveness research, the researchers are not aware of any instrument that
has been developed and validated in Nigeria for the purpose of teachers'
evaluation of school effectiveness. Though it is not common for teachers to
be asked to write their perceptions on school effectiveness, the issue of
school effectiveness is becoming something of serious concern in view of
the perceived falling standards of education in the country. A11stakeholders
in the school should be able to evaluate the schools' effectiveness
systematically against targets negotiated with staff, parents, education
authorities and others, hence, there is the need to develop a val id instrument
to determine stakeholders' evaluation of school effectiveness. Teachers'
evaluation is considered in this study because of the role of teachers in the
teaching-learning process. The Nigerian government is aware of the vital
role teachers play in the nation's educational system indicates in the policy
document on education that no educational system can rise above the
quality of its teachers (FRN, 2004). This assertion is further supported by
Manson (1981) where he points out that the quality of teachers is an
important input in effective learning since quality output demands quality
input.
Statement of the Problem
Studies on school effectiveness are relatively new in Nigeria and there does
not seem to be any validated instrument that can be termed school
effectiveness scale, therefore, this study developed and validated a scale of
teachers' evaluation of school effectiveness (TESES).
Research Questions
Four research questions were asked.
1. What are the characteristics ofthe un-validated Teachers' Evaluation
of School Effectiveness Scale (TESES)?
2. What factors are indicative of school effectiveness in the scale?
3. What is the concurrent and construct validity of the teacher
evaluation of school effectiveness scale{TESSES)? "
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International of Distance Education (Vol. 4, 2009)
4. How tenable is the new model?
Methodology
This is a descriptive research design that employed survey. The population
of this study consisted of all the secondary school teachers in the South
West Nigeria made up of six states: Lagos, Ogun, Oyo, Osun, Ondo and
Ekiti States. Three States were randomly sampled and multistage random
sampling technique was used to select 3,000 teachers. Sampling was done
on the bases of States; local government areas; schools and teachers. In
order to have wide spread representation in the sample, samples were drawn
from each of the senatorial districts (each State in Nigeria is divided into
three senatorial districts). Sampling of local government areas from the
senatorial districts is presented below in the following table.
Table 1 Sample of Local Government Areas (LGAs) from
State Zone Number ofLGA LG A selected
Ogun Ogun Central 7 4
Ozun East 8 4
Ozun West 5 3
Oyo Oyo Central 11 6
OyO South 10 5
! Oyo North 12 6
Ekiti Ekiti Central 5 2
Ekiti South 6 3
Ekiti North 5 3
Total 36
The study used 36 LGAs in the three States. Since the number of LGAs in
each State is not the same, proportional to sample method was to sample
more LGAs from a State with more LGAS (for example, Oyo State) and few
from a State with few LGAs (for example, Ekiti State) as shown in Table 1.
The actual LGAs were selected using simple random sampling technique.
Equal number of schools were sampled from each of the three states because
each state is independent of each other and they are treated the same,
therefore, forty schools were sampled from each State. Since the distribution
. of schools in each LGA is not the same, we selected more schools from an
LGA that has more schools and few schools from LGA that has few schools
(proportion to size). However, the actual schools were selected using
random sampling method. A sample of twenty-six teachers from each
. school was selected (where a school does not have up to 26 teachers, a
nearby school with up to 26 teachers was used instead of the originally
randomised school). In summary, a total of26 teachers were selected in each
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1. Gbenga Adewale and Stella I. Abiodun
of the 40 schools in each State. Samples were selected across school
location (urban, rural and sub-urban), school types (public and private) and
teachers' gender (male and female). The researchers were aware that some
respondents may not return their questionnaire and some may fill it in such a
way that the information provided may not be useful, hence deliberate
attempt was made to increase the sample size by one in each of the schools.
That explains why twenty-six teachers were used in each of the schools
instead of twenty- five.
Instrument
Three teachers in four secondary schools in Oyo State were asked to write
down ten concerns that could make schools effective and one hundred and
twenty items were generated from the teachers in the four schools. These
items are referred to as un-validated instrument. The un-validated
instrument generated from the four schools was given to experts in the field
of educational evaluation to give it both face and content validity. Many
items were deleted probably because they are repetition of some other
items, some items were restructured and some were added to give a total of
65 items. The 65 items were trial tested on 50 teachers in Oyo State. The 65-
items were reduced to 63 after total item correlations in Crobach alpha were
considered.
Data Collection and Analysis
The instrument was then administered on three thousand, one hundred and
twenty teachers in 36 local government areas of the three States in the South
West Nigeria. Both descriptive and reliability survey analyses were
performed on the items. Items with item total correlation less than 0.3 were
dropped in order to increase the homogeneity of the items. This is consistent
with the procedure recommended by Nunally and Bernstein (1994).
Principal components analysis with orthogonal (Varimax) rotation was
used for the analysis. Maximum likelihood solution was used to verify the
relationship between the observable variables and latent constructs
(confirmatory analysis).
Results and Discussion
Research Question 1
What are the characteristics of the 'crude' Teachers' Evaluation of School
Effectiveness Scale (TESES)?
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International of Distance Education (Vol. 4, 2009)
SSIN Item Mean S.D. Total item Correlation
l. Teachers must go to their classes promptly. 4.1585 l.2413 0.5825
2. Record keeping must be adequate. 4.1973 1.0624 0.6087
-.,'. Use of continuous assessment should
be improved. 4.0820 1.099 0.5783
4. Teachers and students attendance in the
class should be kept. 3.9756 l.1176 0.5780
5. Encourage the habit of self-study among
the students. 3.9523 1.1174 0.6130
6. Organize quizzes and debates on key subjects
like English, Mathematics and Sciences. 3.8692 1.0921 0.5930
7. Give home work and mark. 3.8803 1.1105 0.6258
8. Admission of students should be on merit
and not on politics. 4.0089 1.1317 0.6235
9. There must not be any act of favoritism. 3.9169 1.1820 0.5710
10. The teachers must imbibe the philosophy
of self-deference. 3.7118 1.2063 0.5577
11. Parents must come for Parents Teachers'
Association (P.T.A.) meetings to ensure
discipline and makes suggestions. 3.8304 1.1812 0.5760
12. Authority seeing to the staffwelfare. 3.9523 1.1593 0.6238
13. Teacher's in-service training is essential. 3.9379 1.0961 0.6130
14. Efficiency ofthe school prefects. 3.7849 1.1279 0.5993
15. Teacher's high moral standard. 4.0521 1.0632 0.6138
16. Reward of academic excellence. 3.9501 1.1073 0.6244
17. Schools should be fenced round. 3.7805 1.1809 0.5892
18. The use of practical equipment must
be provided for students .3.9401 l.1678 0.6374
19. Schools must be given adequate motivations
like having tables, chairs, good and well
decorated staff room. 3.9922 1.1622 0.6154
20. Teachers must be given adequate motivations
life having tables, chairs and good well
decorated staff room. 3.9714 1.0924 0.6752
21. The late comers must be disciplined. 3.7328 l.1172 0.6182
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~---------,=-~=--==--=------=:==~~~-~--------~-
1. Gbenga Adewale and Stella I. Abiodun
22. People involved in any criminal offence
must be punished. 3.4612 1.2341 0.4857
23. Students should be allowed to
Conduct morning devotions. 3.5000 1.2631 0.5130
24. Organise students'representative council. 3.5443 1.2093 0.5356
25. Delegation of power from top-down should
be allowed. 3.7239 1.1571 0.5990
26. Use of only qualified teachers should
be encouraged. 4.0876 1.1386 0.6409
27. Interview should be conducted with
prospective students. 3.9235 1.1158 0.6406
28. Running of schoo Iactivities must involve
the principals, vice principals, teaching and
non-teaching staff. 4.0122 1.1193 0.6532
29. Government must implement the e
ducational policies. 4.0377 l.1003 0.6387
30. The inspectorate division of ministry of
education must be aware of their
supervisory roles in schools. 3.9523 l.1014 0.5758
31. Students-teachers ratio must not be too wide. 3.8932 1.1122 0.5514
32. The teachers must show a high degree
of dedication. 3.9778 1.1325 0.621 0
33. There must be more than enough re
creation facilities. 3.7506 1.1439 0.5390
34. The school environment must be tidy. 4.0022 1.0816 0.6167
35. Students must respond well to notices
and school instruction. 3.8769 1.0884 0.6242
·36. Examinations must be set in such away as
to bring the best out of the students and not
to defeat them. 4.0322 1.0898 0.6440
37. Students should have enough confidence
in their examinations and they must be ready
to accept exam results as final. 3.9978 1.0867 0.6611
38. Authority to respect the right and
privilege of the staff. 4.0222 1.1087 0.6585
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International of Distance Education (Vol. 4. 2009)
39. Teaching of moral lessons. 4.0011 1.1322 0.6019
40. Provisions of health facilities for teachers
and the students. . 3.9497 1.1418 0.6475
41. Encourage the use of official language
in the school. 3.9911 1.1385 0.6063
42. The staffmust be protected from
.embarrassment form parents. 4.0310 1.1508 0.6620
43. The staff that experience job hazard must
be taken care of by the government. 4.0122 1.0963 0.6347
44. Home training for students should be
emphasised in P.T.A. meetings. 3.8969 1.2028 0.6542
45. Education must not be made free; some
financial bidding must be attached to it. 3.7317 1.2191 0.6011
46. Students should be intimated with their goals
in life by organising series of career talks and
semmars 3.8936 1.0649 0.6771
47. Annual prize giving to the best teachers and
students and school 3.0313 1.0732 0.6481
48. The grad ing ofthe students must be effective
and comprise all aspects oftheir life, not
class work alone 3.8936 1.1257 0.6418
49. Parent should stop negotiating results
for their wards 3.9922 1.783 0.6153
50. Organising effective talk for the parents on
their roles and how to help their children3.9446 1.0531 0.6514
51. Proper implementation of6-3-3-4 policy,
by allowing the average students to cross to te
chnical schools. 3;9601 l.0643 0.6410
52. Mastery learning should be encouraged 3.8969 1.1006 0.6060
53. Sex education in the school is necessary 3.7938 1.1481 0.5632
54. Updating students record daily for proper
counseling 3~9390 1.1237 0.6064
55. Making the school curriculum more relevant
and easy to cover 4.0100 1.0790 0.6637
56. Check cultism, waywardness and other vices
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UNIVERSITY OF IBADAN LIBRARY
1. Gbenga Adewale and Stella J. A biodun
in schools. 4.0831 1.0972 0.6229
57. Dissemination of information on the current
issues affecting the school, and the system of
education at large. 3.9379 1.0622 0.6539
58. Adequate planning of human and non-human
resources. 3.9013 1.0970 0.6280
59. Implementing and follow-up ofthe targeted
objectives set for a stated period. 4.0665 1.0691 0.6161
60. Good offices for teachers provided by the
government. 4.0665 1.0556 0.6223
61. Provision of school buses for
easy transportation. 3.8647 1.1663 0.5748
62. Students should be ready to learn because
Eaching cannot be effective when they are not
Ready to learn. 4.1519 1.0398 0.5977
63. Valedictory service in order to appreciate
All the 63 items have total item correlation greater than OJ, the 63 items
could be considered to be good and can be used for the factor analysis.
Research Question 2
What factors are indicative of school effectiveness?
This research question was answered by subjecting all the items into the
exploratory factor analysis.
Exploratory Factor Analysis
In order to assess the structure of teachers' evaluation of school
effectiveness scale (TESES), all the 65 items were factor analyzed, by
means of principal components analysis with orthogonal (Varimax)
rotation. The initial factor solution for the teachers' evaluation of school
effectiveness using the 2 rotations resulted in 7 factors with Eigen values
grater than 1. The 7 factors accounted for 86.7% of the variance. This is
presented in Table 2. In order to select items for the final scale.the pattern of
factor loadings was examined. Items with factor loading less than 0.4 were
discarded. Thus the number of items comes to 60 items. Moreover, for
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International of Distance Education (Vol. 4. 2009)
further purification of the list, items with factor loadings of 0.40 or more in
two factors were eliminated from the list. These reduced the total item from
60 to 58 items with 7 factors having eigen values greater than 1.
Table 3 Rotated Component Matrix
Component
1 2 3 4 5 6 7
Record keeping must be adequate. ,762
Use of C. A. should be highly treated. ,715
Teachers must go their classes promptly. ,701
Teachers and students attendance in the class should be .692
kept.
Encourage the habit of self-study among the students. ,649
Organize literary and debate on key subjects like .613
English, Mathematics and Sciences.
Give homework and mark. .542
Admission of students should be on merit and not on .528
politics.
There must not be any act of favoritism. .485
Mastery learning should be encouraged , .673
Proper implementation of 6-3-3-4 policy by allowing the .650
average students to cross to technical school
Organizing effective talk for the parents on their roles .628
and how to help their children
Up dating students record daily for proper counseling ,575
Parent should stop negotiating results for their wards .545
The grading of the students 111Usbte effective and .541
comprises of all aspects of their life, not class work
alone
Annual prize giving to the best teachers and students and .539
school
Education must not be made free; some financial .520
bidding must be attached to it.
Students should be intimated with their goals in life by .507
organizing series of career talks and seminars
Authority seeing to the staff welfare. .678
Teachers in service training is essential. .643
Efficiency of the school prefects. .606
Reward of academic excellence. .566
Teachers high moral standard. .554
The use of practical equipment must be provided for .526
students.
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UNIVERSITY OF IBADAN LIBRARY
J Gbenga Adewale and Stella I. Abiodun
Parents must come for P.T.A. meetings to ensure .499
discipline and makes suggestions.
Schools should be fenced round. .469
Schools must be given adequate motivations like having .449
tables. chairs. good and well-decorated staff room.
The teachers must imbibe the philosophy of self .-+3 7
deference.
The inspectorate division of ministry of education must .67'2
Students-teachers ratio must not be too wide. .625
Running of school activities must involve the principals. .575
vice principals. leaching and non-teaching staff.
Interview should be conducted of prospective students. .573
Use qualified teachers only should be encouraged. .550
There must be more than enough recreation facilities. .539
The school environment must be tidy. .531
Students must respond well to handbills and school .455
instruction.
Provisions of heal th facilities for teachers and the .655
students.
The staff must be protect ed from embarrassment from .642
parents.
Teaching of moral lessons. .632
Encourage the use of official language in the school. .604
The staff that experi ence job hazard must be taken care .586
of by the government.
Examinations must be set in such a way as to bring the .516
best out of the students and not to defeat them.
Students should have enough confidence in their .483
examinations and they must be ready to accept exam
results as finals,
Good offices for teachers by the government. .644
Adequate planning of human ana non human resources. (i3q
Implementing and follow -up of the targeted objectives .630
set for a stated period.
Authority to respect the right and previledge of the staff. .623
Provision of school bus for easy transportation. .611
Valedictory service in order to appreciate good gestures. .590
Students should be ready to learn beca use teaching .587
cannot be effective when they are not ready to learn.
Dissemination of information on the current issues .490
affecting the school system of education at large.
Organize students . representative council. .765
Students should be allowed to conduct morning .736
devotions.
Involved people in any criminal offence. .672
Delegation of power from up down should be allowed. .652
The late comers must be disciplined. .602
Teachers must be given adequate motivations life having .421
tables. chairs and good well decorated staff room.
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Factor 1 reflected the school administration and included nine items (e.g
"Teachers must go to their classes promptly "Record keeping must be
adequate"). Factor 2 reflected relationship of school activities and included
ten items (e.g "mastery learning should be encouraged", "sex education in
the school is necessary"). Factor 3 reflected students' achievement in
cognitive domain and included ten items (e.g. "The use of practical
equipment must be provided for students", schools must have good and well
equipped library). Factor 4 reflected the inspectorate roles and included
nine items (e.g. "the Inspectorate division of ministry of education must be
aware of their supervisory roles in schools"). Factor 5 reflected societal
expectations and included seven items (e.g. "Teaching of moral lessons
"Home training for students should be emphasised"). Factor 6 reflected
students empowerment and included seven items (e.g. "The school prefects
should be allowed to conduct morning devotion", "Student should be ready
to learn"). Factors 7 reflected teacher's job performance and included six
items (e.g. "Teacher must be given adequate motivations" Teacher's in
service training is essential").
Research Question 3
What is the concurrent and construct validity of the teacher evaluation of
school effectiveness scale (TESSES)?
The concurrent and construct validity of the teacher evaluation of school
effectiveness scale (TESSES) is presented in Table 3.
Table 3 Concurrent and Construct Validity of the Teacher Evaluation of
School Effectiveness Scale (TESSES)
Factor Loading for the seven Dimension of Teachers perception
Factor Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 Factor 6 Factor 7
I School Administration .9086
2 School activities .596 .9070
3 Students cognitive .765 .669 .8933
domain .
4 Inspectorate Roles .593 .687 .663 .8912
5 Societal Expectations .595 .719 .653 .731 .8875
6 Students .013 ns .032 ns .631 .011 ns .025ns .8804
Empowerment
7 Teachers job .525 .582 .655 .663 .531 .573 .8670
Performance
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ITY OF IBADAN LIBRARY
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Ns = not significant (P> 0.05).
The final sets of items derived from factor analysis were tested for their
reliability using item-total correlation to item analyse them. Items for each
scale were analysed separately. The internal consistencies were:
Factor 1= 0.9086 (e.g. School administration)
Factor 2 = 0.9070 (i.e. School activities)
Factor 3 = 0.8933 (i.e. Students' cognitive domain)
Factor 4 = 0.8912 (i.e. Inspectorate roles)
Factor 5=0.8875 (i.e. Societal expectation)
Factor 6 = 0.8804 (i.e. Students' empowerment)
Factor 7=0.8670 (i.e. Teachers'job performance)
The overall internal consistency of TESES is 0.9086. In this study, we
examined the construct validity of the TESES by determining the correlates
of the seven factors on each other. The Pearson Product Moment
Correlation was used on the seven factors and none of the seven factors
correlate up to 1.00 at the 2-tailed significant level. For example, factor 1
which is school administration correlates with other factors with correlation
coefficients of 0.576, 0.765, 0.593, 0.595, 0.013 and 0.525 respectively and
at the 2-tailed significant level of .001 at each level. However, school
administration does not correlate significantly with student's empowerment.
The teachers' evaluation of school effectiveness has a greater relationship
with the factors affecting school development. The correlation is
significant at the 0.01 level (2 tailed). This is the underlying factors of
teachers evaluation scale were found to be significantly related to school
effectiveness; providing statistical support for the validation of the scale.
Research Question 4
How tenable is the new model?
This research question is answered using the confirmatory factor analysis
approach.
Confirmatory Factor Analysis
In order to verify the factor structure of the teacher's evaluation of school
effectiveness first obtained from the exploratory factor analysis, a
confirmatory factor analysis was conducted. Maximum Likelihood
solution was used to verify the relationship between the observable
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variables and latent constructs. The chi-squre (X2) statistic was significant
for this model indicating an inadequate fit of the confirmatory model to the
data X2 (df= 1319, N = 1000) = 3380.669; P<0.05 = 0.00.]
Goodness of-fit-test
I Chi Square Df Sig.
3380.639 1319 .000
With the table above the scale is reliable with significant level of .0000.
From the teachers Evaluation Scale, we obtained maximum likelihood
solutions by using chi-square to find the relationship between the seven
factors. The confirmatory factor model accounted for about 57% of the
variation for the seven factors in teachers' evaluation scale, indicating
reliable factors. The internal consistencies of actors 1 through 7 were
0.9086, 0.9070, 0.8933, 0.8912, 0.8875, 0.8804 and 0.8690 respectively.
Hang and Michael (2000) pointed out that a statically significant value ofX2
index indicates that the entries for the proposed model deviate from those
obtained. Thus, the hypothesised model should be considered untenable.
However, it is important to note here that one of the limitations associated
with the use of X2 value is its dependency on sample size. A large sample
size (like in this study) would be expected to lead to a rejection of a model.
Since the discrepancies between the model and the data were accounted for
by the large sample size, we cannot conclude here that the hypothesi sed
model is untenable.
Discussion
The .relationship between the seven factors show that they are highly
significant at =0.05 (95%). The relationship Icorrelation between school
administration and school efficiency is 0.596, the correlation indicated that
if the school administration is effective especially the executive officer
(principal) it is likely to increase school efficiency and this can be realised in
the students performance especially in external examinations; for example
parentslove to take their children or wards to private secondary schools
because of good performance of those school in the West African
examination certificate results. In another way the school efficiency
correlates with students' cognitive.
The correlation coeffient of inspectorate roles and societial expectations is
0.731, this is highly significant and it shows that the inspectorates' roles
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1. Gbenga Adewale and Stella I. Abiodun
constitute a means of encouragement and motivation to teachers and
thereby the society is satisfied. The inspectors visit schools to correct
anomalies on the path of teachers and student and hence write report on their
observations. They also make recommendations to the school stakeholders.
r fthe inspectorate roles are really effective and has positive impact on all the
remaining six factors it will increase the societal expectation. And the
society will have confidence in their government and even make the people
of the society to be law abiding. This agrees with the work of Edmonds
(1979) that says the people in the society take their children to the private
school for proper monitoring because of the efficiency observable in private
school. In addition, teachers' job performance is highly significant at
0.573. It correlates with the remaining six factors. And these teachers' job
performance stands at a high advantage on schools for effectiveness. The
high degree of teachers' job performance will dictate the tone of schools on
effectiveness.
The government has a lot to do on this factor (teachers' job performance).
The necessary things needed by teachers to perform well are: prompt
payment of salary, promotion as at when due; provision of incentive like
leave bonus, housing loan, and car loan. All the seven factors are
interrelated and they are highly significant at =0.05.
The study also revealed that a correlation exist between each of the factors
although, they are not as strong as the values on the diagonal in Table3 and
this agrees with the work ofVanmarwijkkooi-von (1998) who found out that
there are relationships between his seven factors on college students' views
of male and female college teachers respectively. It is interesting to note the
precision in degree to which teacher's evaluation on the school effectiveness
is shown on the seven factors that consisted the TESES the greatest area of
interest is in the area of interpersonal relationships i.e. under the school
administration. The teachers believe in the teachers' welfare and the staff of
office to perform excellently well. One possible reason for this is that
teachers believed that their relationships with other people outside the job
reflect poorly on their social image, because society's attitudes towards
teacher's personality is negative in recent years.
The TESES potentially has a wide range of applications. Numerous
programmes aimed at developing the school effectiveness, but they may
have a high failure rate if the process is not well catered for and emphasis
only on input and output. The link between attitude and behaviours has
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been well established (Fischer, 1980). Finally, the TESES could give room
for proper mon itoring on school effectiveness.
Conclusion and Recommendations
The researchers are not aware of any study on school effectiveness in
Nigeria because the study on school effectiveness is relatively new, hence,
there is no instrument we can be termed school effectiveness scale. That
explains why the focus of this study is on how to develop and validate a scale
of teachers' evaluation of school effectiveness (TESES). Twelve teachers of
secondary schools were asked to write down what they considered in
making school effective and one hundred and twenty one items which were
termed as "crude" items were generated. Both face and content validity of
the instrument was obtained. This exercise led to generation of an
instrument we can term "semi-good" and the items were 65 in number .
. Cronbach Alpha was used to establish the total item correlation and items
with less than 0.3 item total correlation were dropped in order to increase the
.homogeneity of the items. The rest items were subjected to factor analysis
which yielded seven distinct factors underlying the teachers' evaluation of
school effectiveness, these factors are: School Administration, School
efficiency, Students' cognitive domain, Inspectorate Roles, Societal
Expectations, Students' Empowerment and Teachers job Performance. The
correlation matrix of the seven factors shows that none of the seven factors
correlate up to 1.00 at the 2-tailed significant level and none of the
correlation coefficients in the matrix is stronger than the values in the
diagonal (the internal consistency of each of the factors). This implies that
each of the factors stands out and we cannot say that any two factors are
measuring the same thing. This scale can now be used by teachers in the
Nigeria context to eval uate the extent of schoo 1effectiveness in each of the
dimension considered.
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