The role of the teacher is to be responsive to the vast and varied needs of each child, and to promote an educational climate that facilitates motivation and the desire to read. Many children leave primary school without acquiring the skills of reading. In fact, many teachers in primary schools in Nigeria lack the awareness of the importance of reading in the development of the individual and its importance as a tool of emancipation. This paper therefore examines teachers' understanding and interpretation of their reading instruction to highlight the effective skills of teaching reading in primary schools. It discusses the contemporary skills of teaching reading and preparation for all teachers. Among the recommendations made was the need to equip the teachers with adequate knowledge, skills and strategies for effective reading instruction that can make a difference in the lives of children through teacher preparation programmes.
This study investigated principals' and teachers' beliefs of the impact of community participation on the implementation of secondary school curriculum in Gombe metropolis, Gombe State, Nigeria. Two specific objectives and two research questions were formulated. Descriptive designwas adopted. A sample of 279 principals and teachers was selected using proportionate random sampling techniques. Instrument used was a structured questionnaire titled Impact of Community Participation Questionnaire (ICPQ). It was validated by two professionals in the field of test and measurement, University of Abuja. Pilot study was carried out and Cronbach's Alpha was used to compute the reliability coefficient of 0.78. The endings revealed that principals and teachers believe that community participation promotes students' attendance, effective management, andstudent's academic performance. It was recommended that the school should allow the community to participate in decision making process for improving academic quality and effective management of secondary schools. Keywords: Community, Participation, Curriculum, Implementation, Secondary School
The study was conducted to determine teachers' well-being in secondary schools. The researchers approached teachers' well-being with emphasis on Seligman's multidimensional PERMA model. The sample comprised 200 teachers from six secondary schools within Maiduguri Metropolis. Teachers' Well-Being Questionnaire designed by the researchers was used for data collection. Data were summarized and analyzed by descriptive (mean and standard deviation) and inferential statistics (Pearson Product Moment Correlation and independent t-test). Results showed that teachers had good well-being and most of the PERMA domains were significantly related except Meaning and Accomplishment domains which were not significantly related to Positive Emotion domain. Also, well-being had no significant difference between male and female secondary school teachers. In order to maintain and advance good teachers' well-being, it was recommended that management of schools should conduct periodic well-being programmes that will involve psychosocial intervention courses that could promote personal flourishing (positive functioning) of teachers. Keywords: Well-being, PERMA Model, Teachers, Flourishing, Secondary schools
This study assessed basic entrepreneurial skills through prevocational subjects among JSSIII students in Shendam LGA of Plateau State, Nigeria. Three research questions were raised to identify the level of skill acquisition in six prevocational subjects and the students' ability to engage in entrepreneurship activities. The research design was descriptive research design. The population comprised of JSS3 students in all public junior secondary schools in Shendam Local Government Area while the sample size was 200 JSS3 students. Findings revealed that JSS students have not sufficiently been impacted with entrepreneurship skills. Of six prevocational skills subjects, students acquired skills in only one: Basic Agriculture. Findings also showed that students acquired knowledge and ideas about becoming future entrepreneurs by owning their own businesses. From the responses, students were capable of marketing some items they produced through vocational activities. The study recommended schools to encourage students in the practice of entrepreneurship for skill acquisition. Keyword: Assessment, Entrepreneurship skills, Prevocational subjects, Students
This study investigated secondary school students' beliefs of insecurity of school environments and its impact on students' learning in Ilorin. A descriptive design was adopted. The participants were 300 students who had problems being promoted in secondary school due to poor attendance from insecurity of the school environment. Researcher-designed instrument tagged Secondary School Students' Beliefs of Insecurity of School Environments and its Impact on Students' Learning Questionnaire was used to collect data. Findings revealed that secondary school students' beliefs about security threats in Ilorin public schools include over-crowded classrooms and harsh school rules and regulations; activities of gunmen around the school; and bushy, unsafe streets around the school. Secondary school students also believe that insecurity of the school environment hinders effective learning and regular attendance. It was concluded that school administration should provide security so students will not abandon their primary assignment of coming to school. Keywords: Insecurity, School environments, Learning outcomes, Education
This research employed qualitative method to study how parents-school partnership influences academic performance of pupils in South Tongu District in the Volta Region of Ghana. Two schools and 16 participants (6 parents, 6 teachers, and 4 pupils) were purposively selected. The studyadopted semi-structured interview to collect data. The key endings were that pupils' academic performance could improve when parents providepupils with learning resources. The study further revealed that parents' educational background, economic activities, nature of school climate,and poverty can pose barriers to parent-school partnership. Finally, it was indicated that education, attendance at PTA meetings, reduction of pupils'workload, and organization of school events could help improve parent school partnership. The study recommends that parents should beempowered economically by government to be able to meet the educational obligations to their pupils. Also, schools should establish rapport with parents to create enabling environment for discussion of pupils' school matters.
The paper assessed the adequacy of the assessment course from the perspective of graduate teachers who received training. The descriptive design was used for the study. The population for the study was all core subject teachers in the six public Senior High Schools in the Agona Westand East Municipalities of Ghana. The purposive sampling procedure was used to include 204 core subject teachers in 6 Senior High Schools for thestudy. A self-designed questionnaire on the adequacy and perceived strengths of the assessment course was used for data collection. Theresults showed that teachers indicated the content areas of the courses as adequate. It was concluded that teachers in the Senior High Schoolsperceived the content knowledge gained from the course as adequate. It is recommended that the course content should be maintained in order toserve its intended purposes such as helping teachers to interpret test scores appropriately. Keywords: Graduate, Teachers, Assessment, Adequacy, Municipality, Ghana
