Viewing secondary school students’ behaviour through the lens of teachers’ characteristics and classroom environment in Ibadan, Oyo State, Nigeria

Viewing secondary school students’ behaviour through the lens of teachers’ characteristics and classroom environment in Ibadan, Oyo State, Nigeria
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A B S T R A C T

This research explored how secondary school students in Ibadan, Oyo State, exhibit learning behaviors in relation to their teachers’ characteristics or attributes and the classroom environment or setting. A descriptive survey approach was adopted, targeting all students and teachers in Ibadan, Oyo State. Using a multistage sampling method, 440 participants were selected, including 400 students and 40 teachers. Data collection was carried out with two structured questionnaires. The analysis incorporated both descriptive statistics (such as frequency, percentage, and mean) and inferential statistics (including t tests and multiple regression analysis). The results indicated that 60% of the teachers were female and 40% were male, with 55% falling within the 35–44 age range and most having 6–10 years of teaching experience. The majority of teachers held either a Postgraduate Diploma in Education (PGDE) or a Master’s degree. Among the students, 55% were female, and 48% were aged between 13 and 15. Furthermore, 62% of fathers and 70% of mothers had completed tertiary education, with most parents being self-employed (48% of fathers and 54% of mothers). The students generally demonstrated positive learning behaviours (weighted average = 3.04). There were no notable differences in learning behaviors when comparing students by gender or age group. Teacher characteristics and the classroom environment together explained 92.4% of the variation in students’ learning behaviours (Adjusted R² = 0.924, p < 0.05). Notably, the classroom environment was a significant predictor of learning behaviour (β = 1.052, p < 0.05), while teacher characteristics did not have a significant individual impact (β = -0.120, p > 0.05). These findings highlight the critical influence of the classroom environment on student learning behaviours, irrespective of teacher qualifications or experience. Based on these insights, it is recommended that school administrators focus on enhancing classroom conditions to promote student engagement and positive learning behaviours, regardless of students’ gender or age.

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Exploring in-service training programs for teacher development in the Philippines

Guarin S. Maguate, June Grace D. Ohoylan, Neil Arden B. Sotto, Renalyn D. Moises, Arnold B. Alegre
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A B S T R A C T

This study examines how in-service training affects teachers’ professional growth and job performance. Data were collected from 40 teachers with over five years of experience using open-ended questionnaires. The analysis identified several challenges and opportunities related to in-service training. Key issues include inadequate planning and preparation of training programs, limited availability of resources and technological support, and low levels of teacher participation. These challenges hinder the effectiveness and sustainability of professional development initiatives. Despite these issues, teachers acknowledged the potential benefits of in-service training. They reported that such training could enhance their pedagogical skills, update their knowledge, and increase their motivation. The study highlights the importance of refining the planning and execution of training programs to better align with teachers’ needs and improve outcomes. Addressing these challenges is crucial for maximizing the benefits of on-going professional development. The research emphasizes the need for strategic improvements to overcome barriers and ensure that training programs effectively support teachers’ growth. By contributing valuable insights into the on-going discourse on teacher training, this study underscores the importance of continuous enhancement in training quality and relevance. While there have been advancements in teacher training, significant challenges remain that must be addressed to fully realize the potential of professional development efforts.

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