FACULTY OF EDUCATION

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    Financial and non-financial as welfare incentives on job satisfaction among public secondary school teachers in Oyo, Oyo State, Nigeria
    (2024) Fatoye, H. A.; Adewole, A. A
    This study examined financial and nonfinancial as welfare incentives on job satisfaction among public secondary school teachers. This study utilized a descriptive research design while a simple sampling technique was used to select 225 public secondary school teachers. A self-constructed instrument was used to gather relevant data. Three research hypotheses were formulated while Pearson Product Moment Correlation was used to analyze the hypotheses. Findings revealed that there is shows that there is significant relationship between financial and job satisfaction among public secondary school teachers in Afijio local government area (r = .0.621, n=255, p (.013) <.05), there is a significant relationship between significant relationship between nonfinancial incentives and job satisfaction among public secondary school teachers in Afijio local government area (r = .210, n=255, p (.036) <.05). Furthermore, there is a joint significant relationship between financial/ nonfinancial incentives and job satisfaction among public secondary school teachers in Afijio local government area. The study concluded that financial and nonfinancial incentives significantly influenced job satisfaction among teachers. Therefore, it was recommended among others that education stakeholder should make use of both financial and nonfinancial incentives to improve the organization productivity and job satisfaction.
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    Factors predicting mathematics teachers' use of laptops
    (Department of Educational Management, University of Ibadan, 2016-06) Tella, A.
    ICT improves the way mathematics is being taught and enhances student understanding of basic concepts. Many researchers have carried out studies to evaluate the benefits of using ICT in mathematics. Laptop is one of the ICTs being used and adopted for the delivery of mathematics instructions. In Nigeria, the use of laptop for mathematics instructional delivery at the secondary school level has just begun to gain pace. In the light of this, it is considered necessary to examine factors predicting use and adoption of laptops by the secondary school mathematics teachers. In the light of this, this paper examines factors predicting mathematics teachers' use of laptop. The population of the study comprised 600 secondary schools mathematics teachers who were selected from secondary school across South West geo-political zone in Nigeria. A survey approach was adopted for the study and questionnaire was used for the collection of data on the study. The study reveals that, six factors except computer anxiety correlate with mathematics teachers' use of laptops. The six factors (ease of use, perceived usefulness, prior computer experience, teaching quality, and teaching effectiveness and Computer anxiety) together made 74% of mathematics teacher laptops use. The entire actors again exerted significant contribution to mathematics teachers' uses of laptops. In other words, the six laptops use prediction variables significantly explain use of laptops by the mathematics teachers. Since the study demonstrated that laptops is easier to use and its considered being useful and improve the quality of teaching and makes teaching effective; it is recommended that mathematics teachers who have phobia for the use of laptops should do away with the phobia, and endeavour to familiarise themselves with the laptop so that they can as well make use of it to improve their teaching and instructional delivery of the subject.
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    An assessment of secondary school teachers uses of ICT's: implication for further development of ICT's use in Nigerian secondary school
    (2007-07) Tella, A.; Tella, A.; Oluwole, M.; Toyobo, M. O.; Adika, L. O.; Adeyinka, A. A.
    The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers’ uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25 - 45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning.
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    Attitude as a correlate of utilization of information communication technology in instructional delivery among social studies teachers in Oyo State
    (School of Education and Humanities, Babcock University, Ilishan-Remo, Ogun State, Nigeria, 2016) Gbadamosi, T. V.
    This study investigated the relationship that existed between attitude and ICT utilization level of Social Studies teachers in secondary schools. The study adopted descriptive survey research. A validated questionnaire was used to collect data from 198 respondents drawn from ninety private and public junior secondary schools in Oyo State using multi stage sampling technique. The data collected was analyzed using inferential statistics of Pearson Product Moment Correlation PPMC and t-test at 0.05 level of significance. The study revealed that teachers' attitude towards ICT have a positive but low correlation with ICT utilisation (r = 0.217; N= 198); there was no significant difference between the attitude of male and female teachers towards utilisation of ICT in secondary schools (t(196) = 1.968; D = 0.138); there no significant difference between the ICT utilization ofmale and female teachers in secondary school (t (196) = 0.423; p>0.05; D=0.030). Recommendations were directed toward government assistance in equipping schools with adequate facilities and effective monitoring of schools; ICT use for instructional delivery should be given greater consideration than it currently receives among others.
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    Work place frustration induced dissatisfaction behaviour among public school teachers in Akinyele local government area of Oyo state
    (Department of Social Work University of Ibadan, Nigeria, 2020-06) Ukpabi, I. D.
    This study examines workplace frustration-induced dissatisfaction behaviours among teachers in Public Secondary Schools in Akinyele Local Government Area of Oyo State the lackadaisical attitudes of the public secondary school teachers in Nigeria which affect their output as perceived by the researcher informed the decision to investigate into the rationale for the gross dissatisfaction in the workplace of these employees. Teachers play a key role in the educational transformation of any nation either developing or developed The survey research design was adopted with a sample of 150 respondents spanned across ten selected schools. The data collecting Instruments was a semi-structured questionnaire. The analysis was done, using Statistical Package for the Social Sciences Version 21 (SPSS 21) Hypothesis one shows that there was significant effect of perceived adequacy and regularity of salary payment on job dissatisfaction F (2,147) = 6.61, p<.0.l Hypothesis two shows that there was significant effect of perceived adequacy and quality of facilities (infrastructure) on job dissatisfaction F (3,147) = 3.38. p<.05. Hypothesis three shows that there was significant effect of job motivation on job dissatisfaction F (2,147) = 13.24, p<.OI. This study concludes by recommending that teachers' satisfaction is germane for the sustainability of good learning environment for good performance of the students in schools