Quality Control and Teachers Effectiveness in State Public Senior Secondary Schools
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Date
2020-09-02
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Lindenwood University, Chicago Illinois, USA
Abstract
The study investigated the relationship between quality control and teacher
effectiveness in Nigerian Public Senior Secondary Schools using Kwara State as a case
study. Forty Public Senior Secondary Schools out of 305 representing 36% were
randomly selected while 440 teachers out of 1,207 representing 37% were
proportionally selected using a multi-stage sampling technique. The instruments titled
“Quality Control Questionnaire” (QCQ) and “Students Academic Performance Profoma”
(SAPP) were adopted to elicit data required. Three research questions and operational
hypotheses were generated and analyzed using percentage and regression
statistics at 0.05 significant level. The findings of this study revealed that there was a
significant positive relationship between quality control and teacher effectiveness in
Nigerian Public Senior Secondary Schools. It was recommended, among others, that
supervision of schools, stimulated professional growth and development of teachers
should be intensified for effective quality control of schools. The quality of education in
any nation depends on teachers’ quality.
Description
Education is the greatest legacy and a powerful instrument for the cultural development of
any society. It is the greatest investment that a nation can make to bring about
civilization, modernization, development and socio-economic progress, as well as
preparatory ground for human development (Federal Government of Nigeria, 2004).
In Nigeria, public discussions frequently focus on educational standards especially
that students’ performance do not match government and parental investment. These
are evident in the poor performance of students in Common Entrance Examinations,
Examination Council Senior School Certificate Examination results, and quality of
university graduates (Akinsola, 2010). Yet, the blame is often shifted on teachers at all
levels of education on the premise that no education system can rise above the quality
of teachers in the system (FGN, 2004).
Okebukola (2004) as cited in Omoregie (2008) stated that quality control in schools is a
process of continuous improvement in the quality of teaching and learning activities.
This can be achieved by employing internal and external mechanisms. Okebukola (2007)
described quality control as the measures taken to remove faults at the end of the
production process. Quality control concerns checking various components in the
manufacture and marketing process, to ensure that the product or services being
provided are satisfactory and safe for all customers. This is the process whereby
outcomes are assessed to determine whether they are of the prescribed standard or
not. Quality control practices in Nigerian education is based essentially on school
inspection, monitoring, and control.
School Supervisors and teachers’ professional growth are important parameters for quality control and quality assurance in schools. Quality control is a sin-qua-non of teachers’ quality.
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Citation
https://digitalcommons.lindenwood.edu/ela/vol7/iss1/11