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RISK MANAGEMENT STRATEGIES AND TEACHERS’ ATTITUDE TO WORK IN PUBLIC SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background of the study
In the contemporary society, teachers occupy vital positions of honour and are regarded to be a major determinant of the societal values, Intellectuals and moral development. It is often said that the standard and quality of education of a given nation is dependent and determined by the standard of her teachers; it is on this note therefore that the federal government in 2004 deemed it necessary to review to National Policy on education to include teachers’ education (training) Federal Republic of Nigeria (FRN) 2004). This implies teachers at every level of education must strive towards effectiveness since they are the building blocks of any society.
Teacher’s job effectiveness refers to the degree of which teachers’ carryout their primary duties of teaching as well as their general attitudes towards the teaching profession and their activities (Owan, 2012). For a teacher to be called effective, the teacher must be punctual to school, have good knowledge of his subject matter, good communication skills, good inter-personal relationship with both staffs and students, dresses modestly, must display effective management of time and so on.
After assessing all these qualities, it has been observed that many teachers in most secondary schools in Ikom Local Government Area of Cross River state, do not appear to have met such criteria effectively. Many teachers show unprofessional attitudes to work in the areas of absenteeism, time management, disciplining the students, communication skills. Most of them do not know how to adequately carryout their instructions because of poor knowledge of their subject matter and are also ignorant of the best teaching method to use at that level. They go as far as disobeying the administrators when assigned to perform a duty, poor note writing and many more unethical behaviours. Those poor attitudes of most teachers in the area have contributed to the fall in the standard of education and the poor academic performance of students in both internal and external examinations.
Many teachers have in the past attributed their ineffectiveness to be as a result of the principal and vice principals’ strict leadership style, low salary structure, inadequate provision of facilities, poor teaching aids, unconducive environment, poor retraining programme for skill acquisitions and improvement and so on. However, with recent improvement by the government in terms of timely payment of salaries, coupled with other efforts being made in terms of supervision, one expects to see a positive change in the job effectiveness level of teachers. Sadly, the issues persist. It is based on this that the researcher wonders whether school hazard management has any contribution to teachers’ job effectiveness.
School hazard management refers to those efforts, strategies and techniques employed within the school system to prevent, reduce, cushion or avoid the dangers of hazards in order to ensure that academic activities follow the planned schedules. There are several types of hazards that can be managed within the school system they include: biological hazard, chemical hazard ergonomic hazard, physical hazard psychological hazard and environmental hazard. But for the purpose of this study, four of those hazards will be looked out they include; physical hazard, psychological hazard environmental hazard and noise hazard.
Physical hazards are those hazards that occur within an environment that can harm the body without necessarily touching it (Mcleod, 2011). They cause pain and injury to individuals within the school system who are victims. Physical hazards can be caused through failure to exercise care, through chemical explosion, poor disposal of waste etc. The physical environment is concerned with ensuring a clean and safe environment exemplified by the presence of water supply, refuse disposal, sewage disposal, quality of school buildings, and absence of harmful objects as well as vectors of disease agents (Cornacchia, Olsen, & Nickerson, 1991).
Psychological hazards are hazards that affect the mental health of a person overwhelming an individual coping mechanism (Ekenodo & Ekechukwu, 2015), highlighted some factors that influence psychological environment in the school such as; interpersonal relationships internal and external pressure and heavy work load.
Environmental hazard can be defined as a state or event which has the potential to threaten the surrounding and natural environment and people within the environment. No matter the occupation one is engaged in, it is a fact that one’s health comes first and is more important than any other factor. There are many hazards that might result from the environment if they are not properly managed. Such include falling buildings, dead trees, and students throwing stones, fighting and so on, can pose threat to those in the school.
Noise hazard according to Encyclopaedia Britannica, (2012) noise is any undesired sound that is intrinsically objectionable or one that interferes with other sound that are being listened to. The school is important for the cognitive, creative, and social development of children. Schools are therefore expected to ensure the best possible conditions for a child’s physical and intellectual development, including control of excess environmental noise. The noise in a classroom is made up of external noise which is transmitted through the building envelope, plus internally generated noise, so that children in school may be exposed to noise from a wide variety of sources. External noise is likely to consist of array of environmental noise including noise from transportation sources, industrial noise, plant noise and the noise of people outside the school.
An additional source of noise which is reputed to cause significant disturbance to teaching is the noise of rain falling on light weight school roofs (O’Neil, 2002). Oyedepo (2012), pointed out some sources of noise, which are Electricity generating plants, vehicular traffic noise engine and pressure horns, Construction/industrial noise, Industrial/machinery noise, Noise from worship institutions, household noise. Other sources of noise as pointed out by Abolarin (2012) are Air craft noise, Noise from railroads, Noise from consumer products, Internal Combustion Engines (ICE).
Adigun, Alebiosu and Ajayi-Vincent (2017), investigated the influence of healthful school health environment on academic performance of primary school pupils in southwest Nigeria. The sample of the population was made up of 1006 health education teachers. The result revealed that physical school environment has significant influence in pupils’ academic performance. The study recommended that state government, parents, health educators, stakeholders, community, agencies, National and international organisations should join hands to improve the status of physical school environment in southwest Nigeria primary schools to boost academic performance. This finding is related to this study because students’ academic performance is an indicator of teachers’ job effectiveness.
Ana, Shendell, Brown, and Sridhar (2009), revealed through findings from a study on the assessment of noise and associated health impacts at selected secondary schools in Ibadan, Nigeria, that; short-term, cross-sectional school-day noise levels ranged 68.3–84.7 dBA. Over 60% of respondents reported that vehicular traffic was major source of noise, and over 70% complained being disturbed by noise. Three schools reported tiredness, and one school lack of concentration, as the most prevalent noise-related health problems. It was concluded that secondary school occupants in Ibadan, Nigeria were potentially affected by exposure to noise from mobile line sources.
From the foregoing, it seems only a handful of studies has been done in Cross River State which examined school hazards management and teachers’ job effectiveness. Studies have examined teachers’ job effectiveness generally, no study has been identified which examined teachers’ effectiveness in in terms of punctuality, classroom management, instructional delivery, lesson evaluation, dressing and record keeping. This implies a gap which the present study will fill. It was an attempt to bridge the gaps in the Literature that necessitated the study.
Statement of the problem
Teachers in secondary schools are poised with the responsibility of enhancing teaching and learning. They are supposed to carry out their duties and responsibilities effectively in order to achieve those educationally stated goals. The effectiveness of teachers determines how well the student will perform academically and be productive to his society. Unfortunately, many teachers fail to carry out their primary responsibilities or duties in the school. Many of them are found displaying unfavourable behaviours such as absenteeism, poor note writing, late coming, and indecent dressing, being reluctant or lazy in carryout assigned duties. These bad behaviours of teachers have contributed to the poor performance of students in both their internal and external examinations as well as the overall poor quality or students produced by secondary schools who in turn, transit to higher institutions.
1.2 Statement of the problem
In recent times, teachers have attributed their inability to perform effectively as a result of the low salary structure. In order to tackle out some of those problems, the government have set out improvement in the early payment of salaries. Sadly, the issue persists. Due to the outlined problems, one may begin to wonder what really the reason for teachers’ ineffectiveness is. Could it be that they are faced or exposed to hazardous substances that could be hindering their good performance? This research therefore is poised to provide answer to the question: how does school hazard management relate to teachers’ job effectiveness in terms of punctuality, classroom management, instructional delivery, lesson evaluation, dressing and record keeping in secondary schools
1.3 Research Objectives
1. To understand the impact of risk management strategies to teachers’ attitude to work in public secondary schools
2. To understand the relationship between risk management strategies and teachers’ attitude to work in public secondary schools
1.4 Research Questions
1. What is the impact of risk management strategies to teachers’ attitude to work in public secondary schools
2. What is the relationship between risk management strategies and teachers’ attitude to work in public secondary schools
1.5 Research Hypothesis
H0: There is no relationship between risk management strategies and teachers’ attitude to work in public secondary schools
H1: There is a relationship between risk management strategies and teachers’ attitude to work in public secondary schools
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